Building the status of teaching-focused positions as prestigious roles to improve teaching quality

Abstract

Teaching-focused roles provide an ideal opportunity to improve the quality of teaching in higher education. However, such roles are commonly presented as pragmatic solutions for academics not fulfilling research expectations rather than quality improvement interventions. Workload allocations can be shifted to ensure that unproductive researchers are not counted as research-active in university ranking assessments and, at the same time, help balance salary budgets. These measures to address underperforming researchers have shifted focus from the potential to improve teaching quality that teaching-focused roles promised. We argue that a successful implementation of a supported approach for teaching-focused academics can help to foster a culture of excellence in teaching that should deliver career development and associated benefits for those in teaching-focused roles. This paper discusses a considered approach to improving teaching in higher education by supporting teaching-focused roles in an Australian university. Strategies to raise the profile of teaching-focused academics included a high-level champion, a merit-based application process, and a development program. These strategies aimed to address mis-focused perceptions and stigma related to teaching-focused positions and contribute to a culture of excellence in teaching. We put this approach forward as a model for institutions wanting to improve teaching quality, implement or enhance teaching-focused career paths or review existing models.