新西兰的高等教育顾问(第二部分):承认我们的贡献

C. Cameron
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引用次数: 1

摘要

定义和重新定义身份对任何职业都很重要,特别是对于高等教育顾问(tla)来说,在新西兰奥特罗阿日益不确定的高等教育环境中。在过去十年中,两次针对高等院校学习中心的全国性调查,根据管理人员提供的数据,勾勒出了教学助理的专业地位;然而,很少有研究表明,个别视界人士对其职业地位的看法。本期特刊《身份与机会》报道了一个旨在解决这一差距的项目,分为三个部分:建立专业形象、承认学习顾问的贡献、以及该角色的回报和挑战。调查结果表明,tla是非常合格和有经验的,但对许多人来说,他们的技能和经验没有得到机构的充分认可。在他们的机构内,主要源于组织政策的重大障碍阻碍了他们的进步。尽管缺乏明确的职业机会和其他挫折,但对TLA角色的总体满意度很高。然而,支持调查结果的是身份和认可问题,应该解决这些问题,以确保一个有弹性的职业。关键词:职业认同,高等教育顾问,高等教育,职业,工作满意度
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Tertiary Learning Advisors in Aotearoa/New Zealand (Part 2): Acknowledging our contribution
Defining and re-defining identity is important for any profession, particularly so for tertiary learning advisors (TLAs) in the increasingly uncertain tertiary education environment in Aotearoa New Zealand. In the past ten years, two national surveys of learning centres in tertiary institutions sketched the professional status of TLAs, based on data from managers; there has been little research, however, on individual TLAs’ perspectives of their professional status. This special issue, ‘Identity and Opportunity’, reports on a project designed to address that gap, in three parts: building a professional profile, acknowledging learning advisors’ contribution, and rewards and challenges of the role. The findings indicate that TLAs are highly qualified and experienced but – for many – their skills and experience are not adequately recognised by institutions. There are significant barriers to progression within their institution, stemming mainly from organisational policies. Despite that lack of clear career opportunities, and other frustrations, overall satisfaction with the TLA role is high. Underpinning the findings, however, are issues of identity and recognition that should be addressed to ensure a resilient profession. Keywords: professional identity, tertiary learning advisor, higher education, career, job satisfaction
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