Jan McLean is a Senior Lecturer and researcher in higher education and development with a particular interest in the effects of the changing higher education context upon academic life and practice as well as student belonging and learning.
She joined UTS in 2016 after more than 20 years working in the field of educational development at UNSW. She has extensive experience in working with staff, students and senior managers across numerous facets of teaching and research development, academic careers, curriculum design, innovation and change. She has led initiatives around Students as Partners, research integrated teaching, peer inquiry and observation and the scholarship of learning and teaching. She has a particular expertise and interest is the area of learning and particularly creating collaborative learning experiences that inspire academics to explore emerging and innovative ways to approach their own practice, and which build connections and communities.
Throughout her career Jan has led teams to develop a broad range of learning opportunities and initiatives to support academics to survive and thrive within an increasingly busy, complex and uncertain higher education context. These have included formal accredited programs and courses aimed at developing scholarly teaching for those beginning their careers through to experienced staff, research development programs for women, initiatives designed to respond to strategic priorities such as grant schemes to encourage innovation, as well as initiatives to support recognition for teaching such as through promotion and awards.
She has undertaken roles at local, national and international levels to encourage research into higher education and is currently co-convenor of the AARE Professoinal and Higher Education SIG, and guest editor for the special edition of HERD: Academic life in the Measured University: Paradoxes, pleasures and Politics. She was formerly the Regional VIP for the Australasian sector of ISSoTL (International Society for Scholarship in Teaching and Learning) and has played a key role in organizing events and conferences through key HE bodies including AARE, HERDSA, ISSoTL as well in 2010 leading an international symposium on Threshold Concepts.
Peseta, T, Barrie, S & McLean, J 2017, 'Academic life in the measured university: pleasures, paradoxes and politics', Higher Education Research & Development, vol. 36, no. 3, pp. 453-457.View/Download from: Publisher's site
Gannon, S, Kligyte, G, McLean, J, Perrier, M, Swan, E, Vanni, I & van Rijswijk, H 2016, 'Uneven Relationalities, Collective Biography, and Sisterly Affect in Neoliberal Universities', Feminist Formations, vol. 27, no. 3, pp. 189-216.View/Download from: Publisher's site
McLean, J 2009, 'Triggering engagement in SoTL through threshold concepts', International Journal for the Scholarship of Teaching and Learning, vol. 3, no. 2.
McLean, J, McAlpine, I, Koppi, AJ & Pearson, E 2004, 'Course Developers as students: A designer perspective of the experience of learning on line', ALT-J Research in Learning Technology, vol. 12, pp. 147-162.
Hughes, C, McLean, J, Ryan, G & Toohey, S 1994, 'Credentialling competency based education and training: A review of the literature', Studies in Continuing Education, vol. 16, no. 1, pp. 52-71.View/Download from: Publisher's site
This paper summarises the results of a literature review conducted in late 1993 on issues related to the credentialling of competency based education and training. The credentialling review focused on seven major issues: describing the minimum requirements for a qulification; distinguishing different qualification levels; issuing statements and qualifications gained by the recognition of prior learning; using short courses to build a qualification; recording the results of competency based assessments; responsibility for keeping the records of individual achievement; and, whether the exact competencies held should be recorded on a qualification. The recent (1993) move by the National Training Board to abandon any general criteria for the determination of qualification levels and to rely solely on the advice of the relevant Competency Standards Body when determining the level of a qualification emerges as a significant development in Australian credentialling. This abandonment of general criteria, which mirrors a development in the UK system, may yet undermine the goal of achieving a more rational qualifications system in Australia. It was clear from the review that the issues and trends in the accreditation of competency based education and training in Australia, and the problems encountered, have broad parallels in the UK experience. It was also clear that much of the story is yet to unravel, and that many issues remain unresolved. © 1994, Taylor & Francis Group, LLC. All rights reserved.
McLean, J, Sohler, C & Hughes, C 1992, 'Professional Development: An integrated strategy at the University of New South Wales', Journal of Higher Education Policy and Management, vol. 14, no. 2, pp. 165-176.
Peseta, T, Kligyte, G, McLean, J & Smith, J 2016, 'On the conduct of concern: exploring how university teachers recognise, engage in, and perform 'identity' practices within academic workgroups' in Smith, J, Rattray, J, Peseta, T & Loads, D (eds), Identity work in contemporary higher education: exploring an uneasy profession, Springer, Germany, pp. 77-90.
McLean, J 2007, 'Reflecting on Your Teaching' in Friesen, E & Kristjanson, C (eds), Teaching at the University of Manitoba A Handbook, pp. 5.9-5.15.
McLean, J 2016, 'Using the concept of kindness to bring an alternative, relational view to becoming an academic in the measured university', 5th International Academic Identities Conference, Sydney.
McLean, J 2015, 'Using the concept of kindness to explore “small stories” of becoming an academic in the modern university: being included, being cared for, being left out, being told'', Australian Association for Research in Education, Perth, Western Australia.