The academic identity of professionals, particularly in biomedical sciences, has been transformed in the 21st century. Globally and in Australia, there is increased pressure towards formalisation of university teaching qualifications, with the expectation that completion of a Graduate Certificate in Higher Education (GCHE) will lead to better teaching and learning practices. This is based on the expectation that the GCHEs experience and study content is consistent across different universities thus translating to academic leadership, competence in scholarship of teaching and learning, and good teaching and learning practices as exemplified in the aims and outcomes listed by such courses. This qualitative study explores the teaching focused academic role through systematic analysis of documents and policies from academic Enterprise Bargaining Agreements (EBA) and publicly available course content in GCHE from four Australian universities via Leximancer software analysis. Preliminary results from EBA analysis suggests that whilst all universities convey similar information regarding formal working conditions legal entitlements, information pertinent to the GCHE and information regarding appropriate professional development in teaching and learning, and other such related entitlements can vary depending on the respective university. Preliminary analysis of GCHEs across four Australian universities show that whilst all courses have a total of 4 units within the GCHE, the degree may have different names and study content depending on the university. Outcomes from this study can lead to an understanding of sustainability in the process of training and development of biomedical scientist researchers to teaching focused academics at Australian universities.
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