Working without a script – rethinking how academics can work collaboratively in changing contexts

Roni Brown, Richard Heatly, John Last, Fiona Powley, Barbara Thomas, Jo Walter, Shan Wareing

Research output: Contribution to Book/ReportChapterpeer-review


This chapter argues that the scope of the academic role in art, design and media has shifted in recent years from predominantly teaching, practice and research to one that places significantly greater emphasis on administration and other tasks, as a consequence of the wide range of policy, legislative and audit pressures to which institutions have had to respond. This has resulted in an experience of role fragmentation for academics, and is particularly accentuated in the context of art, design and media higher education, where logistical and identity tensions already exist between the roles of practitioner and academic. The impact of such increased pressures on the academic role is apparent through the stress levels documented for employees in the sector.

It is proposed that it is necessary to re-establish congruence between institutional mission and individual identity through a re-framing of the employment context of higher education by individuals and institutions. Potential models for such new working practices include “co-creation”.
Original languageEnglish
Title of host publicationThe Student Experience in Art and Design Higher Education: drivers for change. Cambridge: Group for Learning in Art and Design, Cambridge.
EditorsLinda Drew
PublisherJill Rogers Associates Limited (Publishers)
Number of pages18
ISBN (Print)0 9547111 7 3
Publication statusPublished - 1 Apr 2008


  • Academics
  • Higher education
  • Roles
  • Identity
  • Working collaboratively
  • Art
  • Design
  • Media


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