Teaching academics in higher education: resisting teaching at the expense of research

Bev Rogers, Katharine Swain

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


The experiences of academics caught up in the rise of teaching academic (TA) (teaching-only) roles in Australia, the UK, the USA, and Canada, are not well documented in the literature. This paper describes a recent university restructure that resulted in a significant increase in teaching-only positions being created. Despite the claims by the university that teaching-only roles demonstrate excellence and innovation in teaching, the actual experiences of TA in the last few years have highlighted a common finding of “the perceived low value of the TA role and confusion about what the role entails” (Bennett et al., 75:271–286, 2018, p. 271). We use a more local conception of regime of truth as a tool (Gore, 1993) for reflecting on possibilities for resistance and re-imagining how we might think about ourselves beyond ‘second tier’. By understanding that a reconceptualisation of ourselves is simultaneously within a given regime but also outside of it, allowing for reading the regime and thinking about the production of that regime in ways that open up possibilities for creating a space for talking and sharing both research and teaching, which is also within the ‘cultural web’ of the university.

Original languageEnglish
Pages (from-to)1045-1061
Number of pages17
JournalAustralian Educational Researcher
Issue number5
Early online date4 Aug 2021
Publication statusPublished - Nov 2022


  • Academic workforce
  • Higher education
  • Subjectivation
  • Teaching academics
  • Truth regime


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