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: UTS OPUS or 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: UTS OPUS or Publisher's site
This article deploys a collective biographical methodology as a political and epistemological intervention in order to explore the emotional and affective politics of academic work for women in neoliberal universities. The managerial practices of contemporary universities tend to elevate disembodied reason over emotion; to repress, commodify, or co-opt emotional and affective labor; to increase individualization and competition among academic workers; and to disregard the relational work that the article suggests is essential for well-being at work. The apparent marginalization of feminist and feminine ways of being, thinking, and feeling in academia is examined through close readings of three narrative vignettes, which are based on memories of the everyday academic spaces of meetings, workshops, and mentoring. These stories explore moments of the breaking of ties among women and between men and women, as well as document how feminist relationalities can bind and exclude. The article suggests that academic ties are both part of the problem and the solution to countering neoliberal policies, and that academic relationships, especially with other women, are often experienced as unrealized spaces of hope. Building on feminist scholarship about race and diversity, the article reflects on how relational practices like collective biography create both inclusions and exclusions. Nevertheless, it suggests that the methodology of collective biography might engender more sustainable and ethical ways of being in academic workplaces because it provides the resources to begin to create a new collective imaginary of academia.
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.View/Download from: UTS OPUS
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.