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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 0000-0002-2175-9118)
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
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  Data: The Impact of Role Clarity on Sustainable Careers for EdAdvisors in Australian Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Colin+Simpson%22">Colin Simpson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2175-9118">0000-0002-2175-9118</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Higher+Education+Policy+and+Management%22"><i>Journal of Higher Education Policy and Management</i></searchLink>. 2026 48(2-3):167-183.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Personnel%22">Professional Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+Attitudes%22">Employee Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Perception%22">Role Perception</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/1360080X.2025.2603754
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  Data: 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.
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      – SubjectFull: Career Development
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