This paper builds on recent studies of institutional diversity in Australian tertiary education by modifying this model and using it to profile Australian pathway providers. The results offer insight into the role and work of this under-represented part of Australian tertiary education, as well as highlighting key strategic issues for these institutions and encourages a self-reflexive stance towards profiling methodologies. [ABSTRACT FROM AUTHOR]
Dobele, Angela, Rundle-Thiele, Sharyn, Kopanidis, Foula, and Steel, Marion
Subjects
SEX discrimination, GENDER inequality, UNIVERSITIES & colleges, CASE method (Teaching), HIGHER education, POSTSECONDARY education, COLLEGE teachers, TEACHERS' workload
Abstract
The achievement of greater gender equity within Australian universities is a significant issue for both the quality and the strength of Australian higher education. This paper contributes to our knowledge of academic workloads, observing individual workloads in business faculties. A multiple case study method was employed to observe individual academic workloads. Two regional universities were selected for this research on the basis of their senior staff profiles. Multiple sources of evidence were used to gather teaching and research workload data for all faculty members. Differences in workloads were not always evident between genders. Our results suggest that universities that are over-represented with females in senior academic positions when compared to the national average achieve equity in workload. Universities that are underrepresented with females in senior academic positions do not achieve workload equity with male academics producing more research and coordinating more teaching. [ABSTRACT FROM AUTHOR]