The Impact of Role Clarity on Sustainable Careers for EdAdvisors in Australian Higher Education
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| Title: | The Impact of Role Clarity on Sustainable Careers for EdAdvisors in Australian Higher Education |
|---|---|
| Language: | English |
| Authors: | Colin Simpson (ORCID |
| Source: | Journal of Higher Education Policy and Management. 2026 48(2-3):167-183. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Sustainability, Career Development, Higher Education, Professional Personnel, Employee Attitudes, Role Perception |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1360080X.2025.2603754 |
| ISSN: | 1360-080X 1469-9508 |
| Abstract: | Third-space practitioners support and enhance learning and teaching in higher education in roles including academic developer, educational technologist and learning designer, collectively described here at EdAdvisors (Educator Advisors). EdAdvisors are employed in academic and professional positions and in both central and faculty-based teams. Titles and position descriptions for EdAdvisor roles are often used inconsistently in institutions, which may reduce the meaningfulness of their work and their productivity. This article uses findings from a mixed-methods study comprising 16 semi-structured interviews and surveys of 183 EdAdvisors working in 41 Australian higher education institutions to examine causes of poor role clarity, its impact on sustainable careers and some potential ways forward. Results show that consistent use of role titles can enhance identification with roles and that the academic or professional classification of an EdAdvisor may influence career sustainability. It proposes more consistent and flexible titles and role descriptions and exploration of accreditation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505131 |
| Database: | ERIC |
| Abstract: | Third-space practitioners support and enhance learning and teaching in higher education in roles including academic developer, educational technologist and learning designer, collectively described here at EdAdvisors (Educator Advisors). EdAdvisors are employed in academic and professional positions and in both central and faculty-based teams. Titles and position descriptions for EdAdvisor roles are often used inconsistently in institutions, which may reduce the meaningfulness of their work and their productivity. This article uses findings from a mixed-methods study comprising 16 semi-structured interviews and surveys of 183 EdAdvisors working in 41 Australian higher education institutions to examine causes of poor role clarity, its impact on sustainable careers and some potential ways forward. Results show that consistent use of role titles can enhance identification with roles and that the academic or professional classification of an EdAdvisor may influence career sustainability. It proposes more consistent and flexible titles and role descriptions and exploration of accreditation. |
|---|---|
| ISSN: | 1360-080X 1469-9508 |
| DOI: | 10.1080/1360080X.2025.2603754 |
