The tenured 'core' and the tenuous 'periphery' : The casualisation of academic work in Australian universities

Journal article


Kimber, Megan Paige. (2003). The tenured 'core' and the tenuous 'periphery' : The casualisation of academic work in Australian universities. Journal of Higher Education Policy and Management. 25(1), pp. 41-50. https://doi.org/10.1080/13600800305738
AuthorsKimber, Megan Paige
Abstract

The managerial agenda has had a significant impact on the nature of academic work and the composition of the academic workforce. One such change has been that of casualisation, which now threatens to divide the academic profession in two with casual workers being relegated to an 'underclass' that experiences a high level of job insecurity, low wages and poor working conditions. The research and recommendations presented in this article have only scratched the surface of this complex issue. It is argued, however, that addressing these issues in a proactive manner is necessary for the challenges confronting the academic profession to be met. Such a stance involves the representatives of all stakeholders in decision-making at global, national and institutional levels. It improves the employment situation experienced by casual work academics by enhancing the conditions under which they work and the lack of security they encounter, and by tailoring policies to the needs of particular categories of workers and of institutions. These policies entail viewing higher education as a public good through which the long-term social, political and economic needs of citizens can be met.

KeywordsAustralia; higher education; university; work; workforce; casualisation
Year01 Jan 2003
JournalJournal of Higher Education Policy and Management
Journal citation25 (1), pp. 41-50
PublisherRoutledge
ISSN1360-080X
Digital Object Identifier (DOI)https://doi.org/10.1080/13600800305738
Web address (URL)https://www.tandfonline.com/doi/abs/10.1080/13600800305738
Open accessPublished as non-open access
Research or scholarlyResearch
Page range41-50
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print03 Aug 2010
Publication process dates
AcceptedAug 2010
Deposited23 Apr 2024
Additional information

© 2003 Association for Tertiary Education Management

Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/906vz/the-tenured-core-and-the-tenuous-periphery-the-casualisation-of-academic-work-in-australian-universities

Restricted files

Publisher's version

  • 8
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Students drawing conclusions about assessment to inform school change
Willis, Jill, Adie, Lenore, Addison, Bruce and Kimber, Megan. (2023). Students drawing conclusions about assessment to inform school change. Cambridge Journal of Education. pp. 1-23. https://doi.org/10.1080/0305764X.2023.2228224
Educators’ experiences of pivoting online : Unearthing key learnings and insights for engaging students online
Brown, A., Lawrence, J., Foote, S., Cohen, J., Redmond, P., Stone, C., Kimber, M. and Henderson, R.. (2023). Educators’ experiences of pivoting online : Unearthing key learnings and insights for engaging students online. Higher Education Research and Development. 42(7), pp. 1593-1607. https://doi.org/10.1080/07294360.2022.2157798
Performance Appraisal and Performance-Based Pay in Universities : In Taylor’s Shadow
Kimber, Megan Paige and Ehrich, Lisa Catherine. (2022). Performance Appraisal and Performance-Based Pay in Universities : In Taylor’s Shadow. In The Palgrave Handbook of Educational Leadership and Management Discourse pp. 619-638 Springer International Publishing. https://doi.org/10.1007/978-3-030-99097-8_61
Navigating school improvement : School leaders balancing system accountability and responsibility for equity and inclusion
Kimber, Megan, Spina, Nerida, Spooner-Lane, Rebecca and Carrington, Suzanne. (2022). Navigating school improvement : School leaders balancing system accountability and responsibility for equity and inclusion. Leading & Managing. 28(2), pp. 51-58.
How school leaders navigate the priority school support review process : An Australian case study
Spooner-Lane, Rebecca, Spina, Nerida, Carrington, Suzanne, Kimber, Megan and Williams, Kate E.. (2022). How school leaders navigate the priority school support review process : An Australian case study. School Leadership and Management. 42(3), pp. 235-255. https://doi.org/10.1080/13632434.2022.2071862
Leadership attributes that support school improvement : A realist approach
Carrington, Suzanne, Spina, Nerida, Kimber, Megan, Spooner-Lane, Rebecca and Williams, Kate E.. (2022). Leadership attributes that support school improvement : A realist approach. School Leadership and Management. 42(2), pp. 151-169. https://doi.org/10.1080/13632434.2021.2016686
A social justice challenge for school leadership in Australia
Kimber, Megan Paige. (2020). A social justice challenge for school leadership in Australia. In Handbook on Promoting Social Justice in Education pp. 523-543 Springer Nature. https://doi.org/10.1007/978-3-030-14625-2_97
Developing inclusive school cultures through ethical practices
Harris, Jessica, Ainscow, Mel, Carrington, Suzanne and Kimber, Megan Paige. (2020). Developing inclusive school cultures through ethical practices. In Inclusive education for the 21st century: Theory, policy and practice pp. 247-265 Routledge.
International service-learning : Preparing teachers for inclusion
Carrington, Suzanne and Kimber, Megan Paige. (2017). International service-learning : Preparing teachers for inclusion. In Service-learning: Enhancing inclusive education pp. 21-37 Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620170000012002
Exploring the value of service-learning on pre-service teachers
Mergler, Amanda, Carrington, Suzanne B., Boman, Peter, Kimber, Megan P. and Bland, Derek. (2017). Exploring the value of service-learning on pre-service teachers. Australian Journal of Teacher Education. 42(6), pp. 69-80. https://doi.org/10.14221/ajte.2017v42n6.5
The purpose and place of mentoring for women managers in organisations : An Australian perspective
Ehrich, Lisa Catherine and Kimber, Megan Paige. (2016). The purpose and place of mentoring for women managers in organisations : An Australian perspective. In Handbook on Well-Being of Working Women pp. 225-241 Springer Netherlands. https://doi.org/10.1007/978-94-017-9897-6_14
The micropolitics of management in universities : Challenges and opportunities
Ehrich, Lisa, Kimber, Megan Paige and Ehrich, John. (2016). The micropolitics of management in universities : Challenges and opportunities. In Working (With/out) the System: Educational Leadership, Micropolitics and SocialJustice pp. 187-204 Information Age Publishing.
Inclusive values : Exploring the perspectives of pre-service teachers
Mergler, Amanda, Carrington, Suzanne, Kimber, Megan and Bland, Derek. (2016). Inclusive values : Exploring the perspectives of pre-service teachers. Australian Journal of Teacher Education. 41(4), pp. 20-38. https://doi.org/10.14221/ajte.2016v41n4.2
Teaching reflection for service-learning
Bursaw, Jimi, Kimber, Megan Paige, Mercer, Louise and Carrington, Suzanne. (2015). Teaching reflection for service-learning. In In Ryan, Mary (Ed.). Teaching Reflective Learning in Higher Education : A Systematic Approach Using Pedagogic Patterns pp. 153 Springer International Publishing.
Blogging the 2009 Queensland state election
Kimber, Megan Paige. (2012). Blogging the 2009 Queensland state election. Media International Australia. 145(1), pp. 75-85. https://doi.org/10.1177/1329878X1214500109
Ethical dilemmas : the “breadand butter” of educationalleaders’ lives
Cranston, Neil, Ehrich, Lisa and Kimber, Megan Paige. (2006). Ethical dilemmas : the “breadand butter” of educationalleaders’ lives. Journal of Educational Administration. 44(2), pp. 106-121. https://doi.org/10.1108/09578230610652015