Academics’ and educators' experience

Academics and educators play a crucial role in the field of management education and learning. This research theme focuses on exploring their experiences, understanding their challenges, and uncovering the implications for the field. By examining the unique perspectives of academics and educators, we aim to enhance their professional development and contribute to the advancement of management education.

This theme covers a wide range of topics, including the dynamics of knowledge hiding within academic roles, the job-related wellbeing of academics in response to human resource management reforms, and the challenges educators face when adopting innovative teaching approaches. Additionally, we delve into the reconciliation of multiple institutional logics and the evolution of managing academics. These investigations shed light on the intricacies of the academic profession and provide insights into the complexities of teaching and learning in a global context.

By addressing the experiences of academics and educators, this research theme contributes to improving management education and learning practices. It informs policy decisions, supports professional development initiatives, and fosters a deeper understanding of the changing dynamics within the academic landscape. Join us as we explore the diverse dimensions of academics' and educators' experiences, aiming to shape management education's future and empower those at the forefront of educating the next generation of leaders.

Our researchers

Featured publications

• Zutshi, A., Creed, A., Bhattacharya, A., Bavik, A., Sohal, A., & Bavik, Y. L. (2021). Demystifying knowledge hiding in academic roles in higher education. Journal of Business Research, 137, 206-221.
• Xia, J., Zhang, M. M., Zhu, J. C., Fan, D., & Samaratunge, R. (2020). HRM reforms and job-related well-being of academics. Personnel Review, 49(2), 597-619.
• Garvey, L., Hood, K., Willetts, G., Weller-Newton, J., Wheelahan, J., & Croy, G. (Accepted/In press). Nursing educators’ professional identity: challenges and consequences when adopting the flipped approach. Teaching and Learning in Nursing.
• Xia, J., Zhang, M. M., Zhu, J. C., & Fan, D. (Accepted/In press). Reconciling multiple institutional logics for ambidexterity: human resource management reforms in Chinese public universities. Higher Education.
• Xia, J., Zhu, J. C., Fan, D., & Zhang, M. M. (2020). The ‘iron rice-bowl’ regime revisited: whither human resource management in Chinese universities? Asia Pacific Journal of Human Resources, 58(2), 289-310.
• Ambrosini, V., & Thomas, L. (2022). Making a permanent move: reconciling different approaches to teaching and learning as an expatriate academic. In D. Lock, A. Caputo, D. Hack-Polay , & P. Igwe (Eds.), Borderlands: The Internationalisation of Higher Education Teaching Practices (1st ed., pp. 143-154). Springer.

Ongoing projects

• Exploring educators’ experience of technology adoption in higher education institutions (Shoukat Ali PhD project, supervised by Glen Croy and Jess Co)