Bullying at the University of Newcastle (Australia)

We are working to highlight and stop academic workplace bullying at the University of Newcastle, Australia. We are a group of staff and students who have been bullied for speaking out about misconduct.

Help make a difference –

*answer our survey,

*contribute to the blog, or

*contact us.

This will help us gather as much information as possible so that we can put an end to this bullying with its’ decades-long history.

“Systemic bullying, hazing and abuse generally are identified with poor, weak or toxic organizational cultures. Cultures that are toxic have stated ethical values that are espoused but not employed, and other non-ethical values which are operational, dominant, but unstated.

Such cultures thrive when good people are silent, silenced, or pushed out; when bad apples are vocal, retained, promoted, and empowered; and when the neutral majority remain silent in order to survive. Those who are most successful in such a toxic culture are those who have adapted to it, or adopted it as their own”. (McKay, Arnold, Fratzl & Thomas, 2008)

Wednesday, February 18, 2015

No prizes for guessing who got this lecturing position!


Recruiting a lecturer at the University of Newcastle?  - this is how it is done.

University of Newcastle policy on "serious and substantial waste" includes "staff being remunerated for skills that they do not have, but are required to have under the terms or conditions of their employment".

ESSENTIAL CRITERIA
Person interviewed for position
University of Newcastle Whistleblower
PhD
No PhD but may intend to enrol.
PhD from a university usually ranked in the top 10 Universities in the world
Eligibility for practising membership of (professional body) and involvement in relevant professional bodies and networks.
Yes
Yes
A track record of research excellence demonstrated through scholarly publications in highly ranked journals.
No publications

Substantial record of scholarly publications both as a sole author and as a team member.
Demonstrated potential for success in competitive grant acquisition.
No grant applications
Substantial record of competitive grant applications, including an NHMRC post-doctoral fellowship
Proven ability to deliver high quality, innovative teaching and effective course administration.
No teaching or course administration experience
Experience of delivering high quality teaching and course coordination in most of the subjects taught in the speech pathology degree.  Teaching experience in Australia and internationally.
Knowledge of contemporary issues, policies, practices and debates in the discipline.
Possibly
Yes
Capacity to successfully supervise research higher degree candidates
Unable to supervise higher degree candidates as she does not have a higher degree herself.
Proven record of supervision of Honours, Masters and PhD students.
Capacity to make contributions to administrative leadership at School, Faculty, or University level. 
Possibly with experience
Record of experience of contributing to administrative leadership at all levels.
Demonstrated ability to work in a collaborative team. 
Probably
Yes

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