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1.
This essay considers the relation between academic development, the scholarship of teaching and learning, and educational research. It does so with reference to questions of academic identity and disciplinary expertise, arguing that as developers we need to consider carefully the ways in which we frame how we approach attempts to foster reflective practice through the scholarship of teaching and learning. Rather than positioning SoTL as educational research, it may make more sense to approach it strategically as a means of development oriented towards more local levels of practice.  相似文献   

2.
Despite increasing research and scholarship in the area of academic development in recent years, it remains an under-theorised field of endeavour. The paper proposes that academic developers take a view on what constitutes academic work and see it as a form of professional practice. It discusses the features of practice theory that illuminate professional practice and identifies three foci for the application of these ideas within academic development: practice development, fostering learning-conducive work and deliberately locating activity within practice. It also suggests that academic development be viewed as a practice and points to features within its own traditions on which to build.  相似文献   

3.
This paper argues that there is a need for academic developers to reassess their relationship to research, and suggests that research has to come centre stage in the practice of staff, educational and∧or academic development. The paper discusses the reasons for this and considers the implications for academic development practice. It begins with a discussion of some trends that signal the growing importance of inquiry for higher education. It highlights the important role that research and scholarship are coming to have in preparing students for a society characterized by uncertainty, complexity and plurality. It is argued that developers must become involved in this and that, if they are to be taken seriously in the future, they must become credible as researchers. Different models of the relationship between research and teaching highlight the role of developers in moving teaching and learning forward in a higher education context where teaching and research are more closely allied. Finally, the paper considers what developers need to do to prepare for the challenges lying ahead. In the argument, examples from the author's own practice are used to illustrate developers' changing agendas.  相似文献   

4.
Abstract

In academic/educational/teaching development circles, at least in the United Kingdom, North America and Australasia, there is increasing debate as to the credibility of professionals in the field. Coinciding with the recent discussions about the value and need to accredit university teachers and teaching, questions are being asked about the need to accredit academic developers. Academic developers themselves are asking questions such as: do we need to have studied specific disciplines?; do we need to be accredited by a national or an international body?; and in what ongoing professional development do we need to engage in order to keep up to date? To begin to collect background data relevant to these issues, I surveyed 71 developers from a wide range of Australasian institutions. From that sample I interviewed 22 developers. In this paper I report on issues of career paths, qualifications and the professional development of academic developers.

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5.
This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.  相似文献   

6.
Abstract

The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental practices and policies; institutional practices and policies; and national and international practices and policies. Drawing on our experiences over the last 20 years, we discuss the widening of academic development practice and consider who are the academic developers when it comes to embedding undergraduate research and inquiry in mainstream higher education.  相似文献   

7.
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8.
As new technologies shape and are shaped by human practices, educators and researchers must consider the impact that participating in social media—to access, reflect upon, question, evaluate and disseminate scholarship—is having on their professional development and practices. This paper investigates how members of the educational research community use social media to advance professional learning and scholarship dissemination in online–offline networks. Specifically, we examine whether and how participating in the microblogging service, Twitter, as a conference backchannel, facilitated professional learning and participation in the annual meetings of American educational researchers in 2012 and 2016, respectively, and the nature of that participation. Insights from this paper will benefit educators of varying disciplines and experience levels interested in the changing nature of social media in education, scholarship, and professional learning ecologies.  相似文献   

9.
In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a ‘signature pedagogy’ defined by the ‘learning paradigm’; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development.  相似文献   

10.
Social network perspectives acknowledge the influence of disciplinary cultures on academics’ teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national project in Australia within a case study research design. The application of a social network lens illuminated the contribution of eight academic developers as weak ties who infused SoTL knowledge within teams. Two heuristic cases of academic developers who also linked across networks are presented. Implications of social network perspective are discussed.  相似文献   

11.
Can research on disciplinary socialization and imprinting help us understand the extent to which educational developers bring aspects of their disciplinary training to their educational development research? In this paper, we explore the relationship between the research approaches developers associate with their original disciplinary training and those they actively use in their own educational development research, comparing and contrasting the strength of imprinting by discipline cluster. We discuss implications for how educational development as a field supports new developers moving into the field from another discipline and for how developers work with academic colleagues in other disciplines.  相似文献   

12.
Educational development (also called academic or faculty development) has been described as fragmented, disconnected, and a ‘family of strangers,’ due mostly to the different academic backgrounds of its members. In this paper, the authors report on a survey of over 1000 educational developers from 38 countries on six continents. To help the field gain a clearer picture of itself at the international level, the authors provide a profile of developers’ demography, institutional locations, academic backgrounds, and current roles, and discuss the implications for educational development as a field and developers as a community.  相似文献   

13.
Increasingly the social, educational, cultural,linguistic, religious and racial diversity ofSouth African society is finding expressionwithin South African institutions of highereducation. Consequently, ``diversity'',``diversity issues'' and ``diversification'', havebecome part of the education debate and policy,and pose new challenges to South Africantertiary institutions. Most institutions areattempting to respond to these challengeswithin the context of a transformation processwhich impacts on every aspect of academic lifefrom student access and support, outreachprogrammes, staff recruitment and retention, toacademic programme development, research,scholarship and the social and learningenvironment on campus. This paper looks at howSouth African higher education institutionshave met these challenges. It highlights howthe ideas, initiatives or practices arounddiversity have been appropriated and made partof the mainstream intellectual and academicdiscourses. It also investigates the social andepistemological conditions of possibility formeaningful scholarship and curriculum practicesin addressing the challenges posed by socialdiversity on campuses. More specific questionsin this regard include: What counts asknowledge in diversity scholarship? Whoproduces and disseminates it? Who accesses itor utilises it? What is its space in thecurricula?  相似文献   

14.
近二十年来,"教学学术"运动正以一种崭新的视域引领高校教师重新认识教学、研究教学、完善教学,使高校教师的教学工作得到更加科学合理、更具创造性的认识,教学学术水平也逐渐成为衡量高校教师专业发展水平的一个重要指标。本文在厘清"教学学术"概念的基础上,发掘教学学术对高校教师专业发展的价值,提出更新"学术"理念、完善教师评价制度、重视学术共同体建设、注重教学研究与反思、创建学术交流与共享平台等促进高校教师专业发展的策略。  相似文献   

15.
Many institutional cultures resist change, and within universities academic developers vary their response to such resistance, depending on the type of change, the institution and their own characteristic styles, working preferences and strategic judgements. Variables influencing the successful introduction of innovation in academic practice include the inherent susceptibility of the institution to innovation, the nature of the innovation and the approaches of the change agents involved. This paper explores responses to resistant institutional culture; it presents a dichotomous model of educational development orientations which emerged from an action research project within a research-intensive university and suggests that by adapting developmental orientations according to context, developers can explicitly influence the responsiveness of members of the institution to innovation in academic practice.  相似文献   

16.
An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics’ teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic peer observers, students, and reflections on practice. Collating multiple perspectives on multiple instances of observed teaching a focused analysis is undertaken to provide an insight into development opportunities for a teaching culture and context. The investigation was undertaken in response to organizational needs in an increasingly competitive higher education sector where strong quality statements around teaching and learning outcomes are a matter of importance for organizational success. This paper will be of interest to academic developers and leaders in quality enhancement in higher education.  相似文献   

17.
In this paper we review the current debate regarding the work of academic developers in higher education and their rightful “place” in higher education, particularly with regard to notions of the discipline, research and scholarship of teaching. We describe and compare the work of discipline academics and academic developers and argue that the two are more similar to each other than different. We acknowledge the challenges and tensions that exist in the overlap between the domains of expertise of discipline academics and academic developers, and attempt to articulate sources of these tensions in a conceptual model. Ultimately we defend two propositions: (1) that academic developers are, by the nature of their work, academics, and (2) that the discipline that academic development is a part of, namely the discipline of higher education, is a legitimate academic discipline in its own right. The consequences of these two propositions are explored.  相似文献   

18.
随着高等教育的发展,大学教师专业发展在高等教育领域已然成为被关注的焦点。而教学学术的研究则为大学教师专业发展研究开辟了一个崭新的维度。在教学学术和教师专业发展的引领下可以有效推进教师的职业专业化、平衡大学教师教学与科研的矛盾关系、完善大学教师专业发展理论体系和外部评价环境。在基于教学学术的大学教师专业发展策略生成中应该着力于教学学术理念与教师角色、评价与激励制度、教师专业发展策略以及教师教学学术研究等方面的建设,可以促进教师教学学术水平的改善并且有效地提高大学的高等教育质量。  相似文献   

19.
教师专业化是提高教育质量的核心因素,是教育改革的聚焦点之一,许多国家都积极采取相应的措施将本国教师专业化提高到前所未有的高度。为了有效促进学校在职教师的专业发展,提高本校教师专业发展水平,嘉应学院从组织管理、制度保障、平台搭建、文化引领等方面进行了深入的探索,包括:在广东省内高校中率先成立教师专业发展中心,重视新教师以及中青年骨干教师的培养,举行专项研修或培训,加强对外交流与合作以及营造良好的教师文化氛围等。  相似文献   

20.
Almost half of current academic staff will need to be replaced within three years in the Australian academic workforce. Literature suggests that casual academics are a potential solution, yet they are frequently excluded from the career development opportunities that would allow them to fulfil an ongoing academic role. Most academic development programmes designed for and delivered to casual academics are constructed by academic developers with little or no input from casual academics themselves. This paper documents what casual academics determine to be their academic development needs and how they could be addressed using three pathways of professional and career development.  相似文献   

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