Yong, SEYong, S2015-10-122015-10-122015-10-072015-10-07New Zealand Journal of Applied Business Research, vol.13(1), pp.1 - 18 (18)1175-8007https://hdl.handle.net/10292/9101Tertiary teaching in higher education is not apolitical, due to the demands placed upon academics from stakeholders including accreditation bodies, government funding agencies, students and employers. Often, the demands of these stakeholders result in academics’ responsibilities being pulled in different directions. The resultant effect is the expansion of the academics’ roles beyond teaching, to include managing and meeting stakeholders’ expectations, ensuring productivity in research and achieving satisfactory completion rates for their students. Given that, academics are expected to be managers, educators, researchers, strategists and administrators. This paper examines the tensions involved in the expanding roles of academics due to the ever-changing and competitive education landscape occurring both locally and globally. The New Public Management (NPM) framework, which uses private sector performance management techniques, is adopted in this study. Student surveys, government policies, universities and accreditation reports were used to demonstrate the changing and evolving higher education landscape in Australasia.Copyright © 2015. Manukau Institute of Technology (http://www.manukau.ac.nz/). All rights reserved. Authors retain the right to place his/her publication version of the work on a personal website or institutional repository for non commercial purposes. The definitive version was published in (see Citation).New Public Management (NPM)NPMTertiary educationNPMJournal ArticleOpenAccess