Is the role of academics as teachers changing? An exploratory analysis in Italian universities
<p>University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning s...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad de Deusto
2019-05-01
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| Series: | Tuning Journal for Higher Education |
| Subjects: | |
| Online Access: | http://www.tuningjournal.org/article/view/1540 |
| _version_ | 1819044411889156096 |
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| author | Giovanni Barbato Roberto Moscati Matteo Turri |
| author_facet | Giovanni Barbato Roberto Moscati Matteo Turri |
| author_sort | Giovanni Barbato |
| collection | DOAJ |
| description | <p>University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the process of change of university teachers in the face of today’s challenges. The empirical analysis is based on the Italian university system, which has always been characterised by an overall reluctance to reforms. This article presents a theoretical framework based on two dimensions, i.e., the teacher/university relationship and the teacher/student relationship, to investigate the evolution of the professional profile of academics as teachers on the basis of seven teaching practices identified in the literature. The findings show that, besides some limits that are specific to professional bureaucracies, the support of universities is fundamental to promote innovation in teachers’ teaching practices, which are otherwise regulated and shaped only by their disciplinary community.</p><p><strong>Received</strong><span>: 14 January 2019</span><br /><strong>Accepted</strong><span>: 27 March 2019</span><br /><strong>Published online</strong><span>: 29 May 2019</span></p> |
| first_indexed | 2024-12-21T10:12:16Z |
| format | Article |
| id | doaj.art-0470ce41add04b60a4f0e4c618262f89 |
| institution | Directory Open Access Journal |
| issn | 2340-8170 2386-3137 |
| language | English |
| last_indexed | 2024-12-21T10:12:16Z |
| publishDate | 2019-05-01 |
| publisher | Universidad de Deusto |
| record_format | Article |
| series | Tuning Journal for Higher Education |
| spelling | doaj.art-0470ce41add04b60a4f0e4c618262f892022-12-21T19:07:40ZengUniversidad de DeustoTuning Journal for Higher Education2340-81702386-31372019-05-01629712610.18543/tjhe-6(2)-2019pp97-1261425Is the role of academics as teachers changing? An exploratory analysis in Italian universitiesGiovanni Barbato0Roberto Moscati1Matteo Turri2Università degli Studi di MilanoUniversità degli Studi di Milano-BicoccaUniversità degli Studi di Milano<p>University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the process of change of university teachers in the face of today’s challenges. The empirical analysis is based on the Italian university system, which has always been characterised by an overall reluctance to reforms. This article presents a theoretical framework based on two dimensions, i.e., the teacher/university relationship and the teacher/student relationship, to investigate the evolution of the professional profile of academics as teachers on the basis of seven teaching practices identified in the literature. The findings show that, besides some limits that are specific to professional bureaucracies, the support of universities is fundamental to promote innovation in teachers’ teaching practices, which are otherwise regulated and shaped only by their disciplinary community.</p><p><strong>Received</strong><span>: 14 January 2019</span><br /><strong>Accepted</strong><span>: 27 March 2019</span><br /><strong>Published online</strong><span>: 29 May 2019</span></p>http://www.tuningjournal.org/article/view/1540AcademicsItalian higher education systemprofessional profileteaching activityteaching innovation |
| spellingShingle | Giovanni Barbato Roberto Moscati Matteo Turri Is the role of academics as teachers changing? An exploratory analysis in Italian universities Tuning Journal for Higher Education Academics Italian higher education system professional profile teaching activity teaching innovation |
| title | Is the role of academics as teachers changing? An exploratory analysis in Italian universities |
| title_full | Is the role of academics as teachers changing? An exploratory analysis in Italian universities |
| title_fullStr | Is the role of academics as teachers changing? An exploratory analysis in Italian universities |
| title_full_unstemmed | Is the role of academics as teachers changing? An exploratory analysis in Italian universities |
| title_short | Is the role of academics as teachers changing? An exploratory analysis in Italian universities |
| title_sort | is the role of academics as teachers changing an exploratory analysis in italian universities |
| topic | Academics Italian higher education system professional profile teaching activity teaching innovation |
| url | http://www.tuningjournal.org/article/view/1540 |
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