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Evolution of academic roles, the emergence of education focused roles, and the policy solutions needed for building resilience in education focused academic roles in higher education
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DOI：10.1080/07294360.2025.2548280.png)
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Abstract
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This study analyses the evolution of academic roles, the rapid emergence of education focused academic roles, and policy solutions needed for higher education. It explores the challenges faced by academics in these roles including shifts in teaching and research expertise, limited sabbatical access, barriers to promotion and interuniversity mobility, meeting performance standards, and culture and community changes. In higher education institutions across the world, teaching and education focused academic roles have significantly increased, and teaching workload allocation has increased in all academic roles. This study provides much-needed policy solutions to equip education focused academics and higher education management to navigate their roles effectively. To do this it uses socio-ecological resilience models and professional development frameworks that view academics and higher education management as evolving through Complex Adaptive Cycles. Policy solutions should support and fund education focused academics to develop teaching expertise, implement student-centred pedagogies, evaluate innovations, strengthen communication and influence, foster connections and collaborations, and achieve personal growth through reflection. If education focused roles are to meet expectations and contribute to academic workforce resilience, then higher education management must develop and implement effective policy solutions in an increasingly uncertain higher education sector.
Keywords:
Academic workforce
academic roles
teaching and education focused academics
complex adaptive cycles
resilience
adaptive capacity
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