From the margins – supporting education focused academics in research-intensive environments

Education focused academic roles are increasingly adopted in higher education internationally, allowing staff to prioritise teaching, curriculum innovation, and educational leadership over disciplinary research. Whilst intended to enhance teaching quality, student outcomes, and institutional adaptability, education focused roles challenge traditional academic hierarchies and are often marginalised within research-dominated cultures. Universities face contested policy and operational decisions when introducing these positions, yet few studies examine systematic, operationalised supports. This case study provides an insider account of establishing a university-wide education focused support program at a research-intensive Australian institution. Drawing on reflections and documents from 2017 to 2024, and analysed through Bolman and Deal’s four-frame model, this paper examines the multi-dimensional strategies used to embed these roles. Findings highlight practical lessons for senior leaders and policymakers seeking to introduce education focused roles, emphasising the need for coordinated strategies that legitimise education focused careers, support professional development, and address institutional and cultural barriers.