Abstract
This paper focuses upon the largely under-recognised, under-researched world of non-specialist teaching in Higher Education (HE). Three categories of non-specialist teaching were devised from findings from a qualitative study aimed at exploring the reality of non-specialist teaching at two UK HE institutions. The implicit expectation of teaching as a non-specialist was perceived by staff as a consequence of broader, sector-wide changes in the role of the contemporary academic. Whilst clearly recognised as an implicit expectation of the lecturer role, non-specialist teaching was found to be a cause for tension in how lecturers perceived themselves as HE professionals and their academic identity. The need to recognise implications of non-specialist teaching in terms of support structures was a key conclusion and paramount in order to enable staff to manage tensions and conflicts arising from their increasingly fragmented and multifaceted work.
Notes
1. In reporting findings, respondents are subsequently referred to as TS (teaching staff) or PL (programme leaders/heads).