Staff Experiences in the Victoria University’s First Year College during the Transition to Block Mode Teaching

Abstract

In 2018, Victoria University created a new First Year College and moved from a ‘traditional’ university structure (i.e. 12-week semesters, with students studying four units/subjects concurrently) to an intensive ‘block’ model, where students study one unit at a time for one month. One hundred academic staff (76% full time and 24% part-time) were asked to complete a staff experiences questionnaire (15 items including demographic, close-ended and open-ended questions). Mixed methods analyses revealed high levels of staff satisfaction mixed with concerns about workload and staff pressures. Variations between 2018 and 2019 staff responses indicated that despite improved overall satisfaction, staff were concerned about awards and recognition, involvement in management decisions that affected them and support to conduct their role. As such this paper extends the literature that examines academic models and tertiary staff satisfaction feedback and experiences.