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In recent years, there has been considerable discussion of the challenges facing the future of information education in Australia. This paper reports a study that explored the characteristics and experiences of Australia's information educators. The study was undertaken as part of a larger project, which was designed to establish a consolidated and holistic picture of the Australian information profession and identify how its future education could be mediated in a cohesive and sustainable manner. Sixty-nine of Australia's information educators completed an online questionnaire that gathered data on aspects such as age, gender, rank, qualifications, work activities and job satisfaction. The key findings from this study confirm that a number of pressing issues are confronting information educators in Australia. For example, Australia's information educators are considerably older than that of the total Australian academic workforce; over half the information educators who participated in the study are looking to retire in the next 10 years; and Australia's information educators spend more time on service activities than members of other disciplines within Australia's education system and place a stronger importance on teaching over research. Left unaddressed, these issues will have significant implications for the future of information education as well as the broader information profession. Many of the key observations drawn from this study may also have relevance to other disciplines in the Australian educational context.

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This book brings together papers from more than 10 countries, using a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may have a wider applicability. The book considers: (1) novice teacher educators, issues of transition; (2) identity development including research identity; (3) the facilitation and mentoring of teacher educators; (4) self-study research including collaborative writing, use of stories; and (5) professional development within the context of curriculum and structural reform.

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The contents are as follows: Teacher educators - a professional development perspective / Tony Bates, Anja Swennen and Ken Jones; Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity / Pete Boyd and Kim Harris; Developing pedagogical identities of beginning teacher educators / Frankie McKeon and Jenifer Harrison; Professional development of novice teacher educators: professional self, interpersonal relations and teaching skills / Leah Shagrir; The induction of teacher educators; the needs of beginning teacher educators / Corinne van Velzen, Marcel van der Klink, Anja Swennen and Elka Yaffe; Constructing new professional identities through self-study: from teacher to teacher educator / Judy Williams and Jason K. Ritter; Discussing pedagogical dilemmas with teacher educators: facilitating their professional development / Elka Yaffe and Ditza Maskit; Educators of educators: their goals, perceptions and practices / Miriam Ben-Peretz, Sara Kleeman, Rivka Richenberg and Sarah Shimoni; Teacher educators: their identities, sub-identities and implications for professional development / Anja Swennen, Ken Jones and Monique Volman; I can only learn in dialogue!: exploring professional identities in teacher education / Kara Vloet and Jacqueline van Swet; Scaffolding for a socially constructivist experience … / D. McGregor, B. Hooker, D. Wise and L. Devlin; Integrating research and practice in teacher educators’ professional learning / Jean Murray; Lost and found in transition: the professional journey of teacher educators / Allie Clemans, Amanda Berry and John Loughran; ‘It’s about paying attention’! … but to what?: the ‘6Ms’ of mentoring the professional learning of teacher educators / Ronnie Davey and Vince Ham; Developing a research profile: mentoring and support for teacher educators / Vivienne Griffiths, Simon Thompson and Liz Hryniewicz; Transformative learning-based mentoring for professional development of teacher educators in ICT: an approach for an emerging country / Isil Kabakci, H. Ferhan Odabasi and Kerem Kilicer; Without stones there is no arch: a study of professional development of teacher educators as a team / Judith Barak, Ariela Gidron, Bobbie Turniansky with the collaboration of Adiba Arafat, Dina Friling, Ruth Mansur, Marga Simca, Smadar Tuval and Talia Weinberger; Collaborative writing and dis-continuing professional development: challenging the rituals and rules of the education game? / Alexandra Kendall, Vanessa Dye, Julie Hughes, Cathie Lacey and Rob Smith; The professional learning journey: a meta-analysis of five research projects / Anne M. Jasman; Reflective teaching as self-directed professional development / Mark Minott; Writing as a journey of [professional] development for teacher educators / Yehudit Shteiman, Ariela Gidron, Batia Eilon and Pnina Katz; Re-conceptualizing professional development of teacher educators in post-Soviet Latvia / Iveta Silova, Amy Moyer, Colin Webster and Suzanne McAllister; Curricula reform and professional development: a case study on Chinese teacher educators / Hong Zhu. Show less

This chapter describes how California Community College and California State University faculty developed a system for implementing associate degrees for transfer that has the potential to simplify transfer and decrease unit accumulation. This intersegmental, faculty-led system provides a mechanism for maintaining local control of curriculum, while identifying curricular commonalities that can ultimately facilitate student movement within and between higher education segments in California.

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The project focuses on leadership roles in the conduct of transnational education (TNE) and in the internationalisation of curriculum. For purposes of the project, TNE is defined as an arrangement for provision of higher education where students acquire an award in one country issued by a higher education institution based in another country. The project focused on developing recognition, reward and support of leaders in TNE and in internationalisation of curriculum. The project involved an investigation of staff experiences, expectations and preferences in TNE and in the internationalisation of curriculum. It included matters such as influences of involvement in TNE on career paths and on learning and teaching, views on good practice in TNE and internationalisation of curriculum. Through the project, online professional development modules aimed at supporting leaders and academics engaged in TNE were produced. The modules have been designed so that they may be customised by other Australian universities. The project produced recommendations on recognition, reward and support of leadership in TNE and internationalisation of curriculum and guides in the form of a handbook and checklists.

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The role of the non-Indigenous educator and researcher in education on Indigenous issues is becoming the subject of critical scrutiny. Indigenous academics are successfully turning the gaze on non-Indigenous peers and practices. This paper narrates some of the experiences of a non-Indigenous educator teaching an undergraduate elective Indigenous tourism course. The educator has attempted to respect the principles of an evolving Indigenist paradigm in the development, running and review of the course. In particular, the educator consulted with Indigenous academics and leaders in the development of the course and its curriculum; privileged Indigenous voices throughout the curriculum (in readings, audio-visuals, guest lectures and tutorial exercises); and facilitated student interaction with the local Indigenous community and land.

My work as a non-Indigenous educator in the new academic field of tourism studies is currently pivotally important because Indigenous academics are not yet asserting their claim to this field. In my attempts to adhere to an Indigenist paradigm I aim to create important opportunities to ensure appropriate discourse and encourage Indigenous academics into the field. In relation to appropriate discourse and learning, student feedback so far indicates important transformations in consciousness are occurring. However, the problematic of the non-Indigenous educator speaking for Indigenous peoples as 'essentialised others' remains a key concern. While the tensions between Indigenous and non-Indigenous in the conduct of Indigenous education are real and important, this work in the teaching of Indigenous tourism suggests that the resolution of tensions require alliances and shifts in power.

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Today, Canada has the largest and most diverse faculty complement ever seen in the country, with almost 41,000 full-time members. While faculty numbers have never been higher, the demands on faculty time are also greater than ever before. This volume provides a historical analysis of faculty hiring over the last thirty years, with breakdowns that examine nationwide shifts in gender, age, mobility and attrition as well as within specific disciplines. Following this analysis is a discussion of the factors that will drive change in faculty renewal for the foreseeable future. In an effort to forecast the impact of student enrolment, quality of teaching and research and the effect they will have on faculty hiring, [the report] presents three scenarios for the coming years. Taken together, these analyses and scenarios will provide stakeholders in research and the higher education community with an informative overview of the challenges and opportunities that Canadian universities will face in the coming years.

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This paper reports the results of qualitative research, viewed through the theoretical lenses of social learning theory and communities of practice, which aimed to investigate strategies to support female [science, technology, engineering and mathematics] STEM faculty at all ranks at East Coast University (ECU). Sixteen such strategies were identified via the iterative analysis of interviews with 19 tenured/tenure-track female STEM faculty at ECU, representative of all academic ranks and of multiple departments across the College of Science and Mathematics and College of Engineering. The strategies responded to initiatives and policies in place at ECU to support female STEM faculty, were specifically mentioned by at least one participant, or attended to issues common to female faculty such as work-life balance.

The strategies were organized into four categories: (1) changing culture (category contains five strategies, including 'emphasize data-driven decision making'); (2) building networks of support and information (three strategies, including 'encourage informal networking among female STEM faculty'); (3) supporting work-life balance (three strategies, including 'continue, clarify and enhance family-friendly policies'); and (4) other strategies to support female STEM faculty (five strategies, including 'increase opportunities for female STEM faculty to be officially recognized for their work'). The study has implications not only for how ECU might better support female STEM faculty, but also how other universities might do the same.

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This study investigates the experiences of academics who became department heads in a post-1992 UK university and explores the influence that being in the position has on their planned future academic career. Drawing on life history interviews undertaken with 17 male and female heads of department, the paper constitutes an in-depth study of their careers in the same university. The findings suggest that academics who become department heads not only need the capacity to assume a range of personal and professional identities, but need flexibility to regularly adopt and switch between them. Whether individuals can successfully balance and manage such multiple identities, or whether they experience major conflicts within or between them, greatly affects their experiences of being a head of department and seems to influence their subsequent career decisions. The paper concludes by proposing a conceptual framework and typology to interpret the career trajectories of academics that became department heads in the case university.

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This study examined the perceptions of professional staff on their contribution to student outcomes. An online Delphi survey method was used to collect data from two expert panels: professional staff based in faculties and professional staff based in central university departments. The aim of this method is for the panels to reach consensus. The expert panels were asked to rank 10 propositions which support successful student outcomes. After three rounds the faculty-based panel had reached only a 'very weak' consensus, and the non-faculty-based panel only a 'weak' consensus. The highest-ranked proposition for both panels related to the ways in which institutions behave towards students: being welcoming and ensuring efficiency. Propositions relating to organisational culture were ranked relatively low indicating that professional staff may underestimate their contribution to these propositions.

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This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- [Coronavirus Disease 2019] COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, empathy, and even optimism. Teacher educators explained that transitioning online in a context of a crisis contorts normal longitudinal perceptions of preparation and readiness. This new sense of temporality was connected to unexpected benefits of bringing them into partnership with their students. However, quantitative and qualitative results are interpreted to show that assessing students' equitable access to online learning and managing the demands of scholarship and university-based and academic community service duties are areas in need of attention from professional development designers and policy makers.

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