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Changing roles and competencies of academics

The Robert Gordon University, Scotland, s.briggs{at}rgu.ac.uk

This article presents the findings of a small study in a single school of a post-1992 university. The study considered the roles of the online academic and ascertained perceived competencies in these roles. The findings suggest gender differences in perceptions of the importance of online roles and gaps between roles and perceived competencies in these roles, suggesting some academics feel ill-equipped to meet online demands. The study indicates that appropriate learning and development programmes underpinned by relevant competency development are required. Notwithstanding, when asked to identify differences in roles and competencies in online and traditional environments, respondents indicated that their roles were similar in both environments. This suggested that a new ‘generic’ framework for academic roles and competencies was needed. The study then moved to develop a generic role model for use in all learning and teaching environments.

Key Words: academics • competencies • online learning • roles

Active Learning in Higher Education, Vol. 6, No. 3, 256-268 (2005)
DOI: 10.1177/1469787405057753


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