首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 171 毫秒
1.
Abstract

North American academic developers continue to grapple with a myriad of concerns about setting standards, credentialing, and/or creating a PhD track for developers in higher education. While we might agree on the need for credibility in our work, status in our institutions sufficient to succeed in our mission to improve teaching and learning, and to advance ourselves in our careers, we do not agree about assuming a role of gatekeeper for the profession. Our reasons go to the heart of some of the fundamental issues in the North American academic enterprise. A subcommittee of the Professional and Organizational Development Network in Higher Education (POD) has been charged by its board of directors to devise guidelines for academic developers. In this paper, couched against the backdrop of a POD survey of its members, I present the positions expressed by the committee in response to this charge and I highlight the values and cultural characteristics which define the ambivalences towards adopting standards. Finally, I examine the opinions expressed in the discussion with the findings from a pilot questionnaire among POD members on self‐perception and professional growth. I compare the issues preoccupying the committee with the comments made by the participants in the questionnaire in order to determine whether together they can illuminate a direction for POD as it reexamines its role leading into the twenty‐first century.  相似文献   

2.
Abstract

In higher education settings two aims of multimedia development and use are: to enhance student learning by changing the nature of the curriculum experience, and to improve the teaching environment. This paper proceeds from the premise that the involvement of academic developers in the production of multimedia projects has the potential to enhance the pedagogical value of the final product. The evaluation of multimedia projects is considered in relation to five issues: conceptual need, students, medium, integration, and relation to existing products. Also presented are associated questions which can be used to explore each issue, and corresponding techniques which can be used to answer those questions. Suggestions are made for ways in which academic developers might create opportunities to work on multimedia development, and specific journals are suggested to assist developers in becoming familiar with the field.  相似文献   

3.
Abstract

This paper considers the professional growth of academic developers from a South African perspective. Locating themselves within broad political, institutional, academic and student dynamics, academic developers attempt to influence interpretations of quality, professional autonomy and accountability, academic literacy and Africanization. Capacity‐building in academic development which is aligned with teaching and learning processes within institutions and supports institutional transformation and redress, is emphasized. Using an interactionist model of participation between developer and those participating in development initiatives, the authors focus on both the contestable notion of the term ‘development’ and the need for authentic engagement between academic and academic developer.  相似文献   

4.
Abstract

Academics who lead large teaching teams of often inexperienced sessional staff have a dual role in professional development. They are both provider and participant. Academic leaders need to develop skills to fulfill their role effectively as the primary professional development provider for their team through opportunities to enhance skills in a range of areas; these areas include team leadership, team management and teaching for learning. In this scenario, there is a multilayered structure of provision of development opportunities. One level is that provided by the team leader and directly related to the needs of the team members and the requirements of the subject. The second level caters for the needs of the team leader in developing skills to effectively perform all the responsibilities of their role. Provision of professional development opportunities that cater for these may be the responsibility of the School, Faculty, Department or Staff Development Unit, depending upon the Institutional context. This paper will present a case study of the professional development programme offered to a large teaching team by an academic team leader. Some implications and issues arising from the case study that need to be addressed by professional developers and academic team leaders to enable and support the improvement of student, staff and organizational learning through professional development programmes will be discussed.  相似文献   

5.
ABSTRACT

Academic development (AD) is increasingly being oriented towards an integrated approach to academic practice (AP), given arguments for the importance of integrating research, learning, and teaching. Given the complex and evolving character of AD as a profession, it is important to understand the conceptions of AD held by academic developers, who can play a key role in supporting conditions for such integration. This comparative case study explores conceptions of AD and the scholarship of teaching and learning (SoTL) held by academic developers at two universities in Hong Kong and Singapore, and examines the extent to which these conceptions support an integrated AP. The findings show that not all conceptions recognise the importance of integration; moreover, though in both cases aspects of integration come to the fore, there are gaps that militate against a fuller understanding of integrating teaching and research. The study has implications for future AD practice and raises questions about using SoTL as a means of fostering teaching and research integration.  相似文献   

6.
ABSTRACT

In this paper, we focus on professional development for senior academic staff, in particular, doctoral supervisors. Using an authentic case as an example of a long-term, comprehensive, and mandatory development program for senior staff, we analyse the challenges and benefits of such a program and identify issues for consideration. The main issues include: 1) the need for strong incentive structures initiated by the top management; 2) teaching principles that are aligned with the group of senior academics; and 3) a well-evaluated course that, in the long term, encourages supervisors to participate due to their inner motivation.  相似文献   

7.
Abstract

In this discussion I map a process through which academic developers might become players rather than pawns in their work within changing universities. In doing so, I draw on recent research into the way academics respond to the pressures on them to adopt more flexible teaching practices, including the use of information and communication technologies in those practices (Taylor, Lopez & Quadrelli, 1996). Four themes are reflected in the findings of that research: tribalism; community; the need for refuges (for safety); and the value of guiding principles to the development of new practices. I explain the origin and meaning of these themes, and explore the relationships between them and their implications. My argument is for the development of communities in which university staff can innovate in contexts which provide constructive, as distinct from judgemental, feedback and support. That is, communities which are sources of both safety and challenge. Before moving to discuss those four themes I locate the discussion within a set of ideas concerning the relationship between educational reform and professional development.  相似文献   

8.
Abstract

With increasing numbers and types of students, more flexible courses and technological innovation, there is a growing need to understand the student experience in detail, and to gain a clear, unbiased account of the effects of course design and delivery on their learning. At the same time, academic staff are increasingly under pressure to be active researchers, to teach more students and to quality‐assure their practice. Within this context there is a growing need for educational and staff development which is both effective in supporting academic staff and promoting innovative course design and yet efficient in the use of scarce resources. In this difficult context a great deal is asked of a professional academic development service. How best can such a service be offered? What should the basic service consist of?

In this paper we advocate an approach to academic development which we have called Consultancy Style Action Research (CSAR). We introduce the rationale and background to the development of CSARand briefly describe one case example. We go on to discuss the contribution of this approach to developing the developers.  相似文献   

9.

Much has been written recently about inclusive learning environments in higher education. Most of this writing has unproblematically assumed a simple link between inclusion and access to institutions. In this paper I suggest that inclusive learning environments need to be reconceptualised as contexts within which a 'democratisation of knowledge' occurs. I draw upon my experience as a tutor on a professional development course for university lecturers to explore this reconceptualisation, looking in particular at issues to do with experiential knowledge, gender and sexuality.  相似文献   

10.
  相似文献   

11.
ABSTRACT

In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.  相似文献   

12.
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   

13.
Abstract

Recent studies of academic work have identified increasing pressures on universities and academics throughout the world. These pressures relate to such factors as diminishing resources available to the higher education sector, widening diversity of the student clientele, moves for increased accountability and tensions between the research and teaching goals of academic work. Among the pressures being placed on the teaching component of academic work are the need for increased accountability of teaching performance and the need to update professional competence related to teaching. This paper reports a study of a selected group of academics — relatively junior staff who have participated in significant professional development activities related to their teaching. The data provided by the interviews with these academics allow a glimpse at their academic lives and how they fit teaching and professional development related to teaching into their working lives. The study highlights how these academics structure their work around their teaching commitments and how, although they make time available for professional development related to their teaching, this is done in response to the activities offered rather than as a proactive component of their career planning.  相似文献   

14.
Abstract

The paper addresses the questions of identity, ethics and organization for academic developers ('AD’ is used as an umbrella for academic staff development plus a number of other academic‐related professional university roles). It inquires into the degree of role differentiation between this occupational cluster and others that resemble it, outside as well as inside the universities. It argues, following Clark and Boyer, that ‘AD’ is both a scholarly and an academic pursuit, and adds that it is characterized uniquely by its focus on change and development, and that the nature of its ‘discipline’ is somewhat problematic. The paper examines the occupational freedoms of AD people and their special knowledge‐base, and argues for a ‘temptations‐based’ rather than a ‘virtues‐based’ approach to creating an ethical schema. It concludes with observations about how to achieve a firm professional identity for AD and recommends new organizational machinery to both politicize and defend the distinctive AD role in academia.  相似文献   

15.
ABSTRACT

This article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how teachers' thinking can be described in relation to various thinking-zones, and how teachers notice and respond to signs of student learning, we suggest a more fine-grained perspective. Furthermore, we argue that improved models for design and evaluation of professional development might prove crucial for academic development as a profession.  相似文献   

16.
ABSTRACT

Digital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process.  相似文献   

17.
Editorial     
ABSTRACT

This paper describes a staff development project involving school‐university collaborative research. While computer technology was being implemented at Bayside Middle School, teachers engaged in action research projects. This form of professional development links personally relevant questions of teaching practice with academic theories of learning. Research findings are discussed, along with implications of action research as a model for staff development.  相似文献   

18.

The author replies to an attack, made by Rowland et al. in Teaching in Higher Education 3(2), on the practice and profession of university teaching development (also known as 'academic development' and 'educational development'). It argues that by omitting reference to Scholarship, Rowland has confused his subject-matter, since the so-called 'dichotomy' between research and teaching on which the argument is based has been transcended since Boyer's work. It argues that teaching development is a legitimate second-order practice in the same family as literary and artistic criticism and similar fields. It appeals for a close collegial relationship between teachers and teaching developers, based on mutual respect, understanding and appreciation of each other's contribution to the academic enterprise. This is necessary in the face of the onslaught of the corporate managerialism that has (on his own admission) triggered Rowland's work. Written from an Australian perspective, the paper contributes to a dialogue about vital contemporary issues in Higher Education.  相似文献   

19.
ABSTRACT

This article, based upon the closing plenarydelivered to the recent conference of Professional Practice, Education and Learning, reflects upon the developments of the ProPEL network over the past seven years and its possibilities for future directions. To provide some context for these reflections, the article begins by outlining key challenges facing contemporary professions and their education. Against these, I consider themes and emphases that have characterised ProPEL initiatives and the papers presented to its conferences. Then, I compare these to the sorts of questions and issues that appear to be most urgently debated in other scholarly communities concerned with changing professional work and knowledge, particularly the dramatic transformations of professional roles through new digital technologies and artificial intelligence, transnational demands and new organisational forms.The article ends with questions for educators researching professional practice: where we need more focus, where perhaps we need less, and what may be productive ways forward.  相似文献   

20.
Abstract

This paper stems from conversations between the authors who recently came to work together in staff and educational development. Having pursued different academic careers in Higher Education (HE), we questioned whether we had a common understanding of our academic community. In particular, we discussed two aspects. First, the extent to which our different disciplinary backgrounds influenced our perspectives on academic practice and our attitudes and approaches to staff and educational development. If we held different views on academic practice, how many other variations were we likely to encounter? Second, we felt it important to be sensitive to the needs of our colleagues in terms of their practices. The research that emanated from our discussions began with an empirical study, reported in this paper. We explore tensions between the various work activities performed by academics at the University of Sheffield. Eighty staff maintained a diary over a specified week early in the academic year 1997‐98. They recorded time spent on the activities of research, teaching, administration, external work, and professional development. Biographical data, including staff grade, length of service in HE, and length of service at the University were collected via a questionnaire attached to the diary. It would appear that the majority of academics surveyed support a role in both teaching and research, with a preference to spend more time on research at the expense of administration but not at the expense of teaching. These empirical data help us to understand more about the role of academics in changing times, and how we, as staff and educational developers, might become more effective and efficient.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号