Measurement of academic work has become more significant than the intellectual, pedagogical, cultural, political and social practices in which academics and students engage. This shifting emphasis creates paradoxes for academics. They experience a growing sense of disconnection between their desires to develop students into engaged, disciplined and critical citizens and the activities that appear to count in the enterprise university. As measurement discourses preclude the possibilities of human emotion and hinder intellectual labour, we embarked on an arts-informed research project that established new creative spaces for our colleagues to illustrate the pleasures and paradoxes of their academic work. In the research project, we developed critical pedagogies through art and poetry that enabled academics to speak back to university management – and each other – about how they experience their work. In this paper, we draw upon poststructural ‘micro-physics’ of power, the poststructuralist ‘politics of reinscription’, and art, poetry and drama as critical pedagogies to interrogate the potential of arts-informed research to speak back to the measured university. The key contribution of this article is to recommend arts-informed methodologies as a forum for dissent and resistance at a time when the spaces of collegiality, pleasure and democracy in the measured university are under attack.

University-led STEM (science, technology, engineering and mathematics) outreach forms one potential avenue to address the continuing decline of tertiary student enrollments. Yet to-date the impact of these programs is not well understood, due to an historical emphasis on ‘delivering the goods’ that obscures debate on which outreach programs to deliver, why and to whom. At a time in which the academy faces growing pressures to ‘perform,’ it is argued that explicit consideration of program purposes and efforts to assess efficacy may facilitate discussions about the possible role of university-led outreach in attracting school students to STEM careers. This article reports on findings from a study of the outreach efforts at nine Australian universities, revealing two key barriers: limited institutional support structures; and limited explicit consideration of disparate, and at times, competing outreach stakeholder needs. These barriers problematize the contribution that universities can currently make toward raising future STEM aspirations.

Other book title: "NordiCHI 2006 The 4th Nordic Conference on Human-Computer Interaction Oslo, Norway — October 14 - 18, 2006" \ud In this paper we present initial findings from an empirical study of the mobile technology use and mobile work practices of freelancers in the domain of Film and Television. Our findings demonstrate that mobile phones were primarily used to manage other personal activities and concerns unrelated to the local work. They were used only intermittently to support local practice when that practice itself moved away from fixed resources. The fact that people were consistently using their mobile phones at work to attend to other concerns is an important feature of mobile technology use. This personal aspect of use in the work context has been largely overlooked within the Mobile HCI literature. In particular, our findings reveal the ways in which freelancers manage the blurring of contexts that is facilitated by mobile phones. We consider implications of these findings for the ways in which we currently talk and think about mobile technology use within Mobile HCI

Universities are built upon the collaborative work of academic staff and students, yet the nature of this work has been undergoing profound and rapid change. Pressures within Australia’s higher education sector have led to a fracturing of traditional academic roles and growing feelings of disconnection. While there have been many narrative, ethnographic and autoethnographic explorations of academic work, few studies have employed visual arts-informed methodologies to interrogate the ways in which academics represent their teaching, research and community engagement work. In this article we outline findings about academics’ views of their teaching work. These findings surfaced from an arts-informed participatory research project, that sought to open up a space for (re)presentations of academic work. With a focus on teaching, three through lines emerged during the analysis: voicing absences and resistances; initiating layers of reflexive moments and expressing complexity through collage. We argue that the academics’ responses allow us to trace the emotional terrain of contemporary academic work. They also open up ways to unpack, express and make visible academics’ complex thoughts, feelings and ideas about teaching practices.

Other book title: "MobileHCI '06 Proceedings of the 8th conference on Human-computer interaction with mobile devices and services ". \ud The paradigm of "access, anytime, anywhere" has been critiqued within the mobile HCI literature as a broad assumption that simplifies understandings of actual work practice, and as an example of rhetoric that allows researchers to ignore the temporal aspects of mobility. The key aspect of technology use that remains unclear, however, when discussing this paradigm is the complexity of the concept "anytime, anywhere" from the perspective of the user. This paper addresses this gap by discussing findings from an empirical study of freelance workers, across both work and social contexts, in which availability emerged as an important concern for participants. This paper explores the ways in which freelancers use their mobile devices to manage their availability to others. Finally, we also consider implications for the ways in which mobility is conceptualised within the mobile HCI literature