Showing papers in "International Journal for Academic Development in 2004"
TL;DR: The authors consider two models of reflection, Mezirow's (1990, 1991) theory of transformative learning and Zimmerman and Schunk's (1998) notion of self-regulated learning, and explore how each can enhance our understanding of educational development in tertiary settings.
Abstract: Reflection has become a buzzword in the education literature. Differences in the conceptualizations of reflection underlying different studies and lack of theorizing over how these frameworks relate to one another, however, can diminish the contributions such studies can make to our understanding of educational development in higher education. This article considers two models of reflection, Mezirow's (1990, 1991) theory of transformative learning and Zimmerman and Schunk's (1998) notion of self‐regulated learning, and explores how each can enhance our understanding of educational development in tertiary settings. The assumptions each theory makes about the validity of the outcomes of the reflective process are addressed. Two recent qualitative studies, each informed by one of two theories of reflection, are discussed with the goal of making a first attempt at addressing the lack of theorizing over the meaning of findings from different studies. The article concludes with concrete suggestions for future r...
169 citations
TL;DR: In this article, the authors compare the work of academic developers and academic academics and argue that the two are more similar to each other than different, and acknowledge the challenges and tensions that exist in the overlap between the domains of expertise of discipline academics and academic developers, and articulate sources of these tensions in a conceptual model.
Abstract: 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.
142 citations
TL;DR: The Reflective Supervisor Questionnaire (RSQ) as mentioned in this paper is designed to assist research supervisors explore, by means of self-reflection and reflection on feedback from others, how they practice supervision.
Abstract: This paper describes the development of an instrument—The Reflective Supervisor Questionnaire (RSQ). The RSQ maps the domain of research supervisory practice as a facilitative process involving educational tasks and activities. It is designed to assist research supervisors explore, by means of self‐reflection and reflection on feedback from others, how they practise supervision. In developing the RSQ 58 items were generated describing 5 hypothesised constructs derived from prior research. The resulting instrument was tested on postgraduate research students in 2 institutions. The questionnaire correlated highly with an established questionnaire supervision scale and with an overall satisfaction measure. Four factors identified in an exploratory analysis closely approximated the hypothesised constructs and extended the theoretical framework being developed. These 4 factors identified 4 subsets of facilitative supervisory practice: Progressing the Candidature, Mentoring, Coaching the Research Project, and S...
128 citations
TL;DR: In this article, the authors provide a critical review of the motivating factors, processes and outcomes pertaining to learning-centred curriculum reform in higher education and provide a case study example from the Faculty of Pharmaceutical Sciences at the University of British Columbia.
Abstract: The purpose of this article is to provide a critical review of the motivating factors, processes and outcomes pertaining to learning‐centred curriculum reform in higher education. A case study example is provided from the Faculty of Pharmaceutical Sciences at the University of British Columbia. Although academic units on university campuses tend to present many unique contextual challenges, and are at different stages in curriculum re‐design, useful lessons can be learned across settings without “re‐inventing the wheel,” or falling into similar implementation problems. A flexible framework, guiding principles and strategic approach to developing and implementing learning‐centred curricula are provided to assist academic developers. Curricular reform has implications for learning communities, planning, assessment and programming in higher education.
84 citations
TL;DR: This paper investigated research supervisors' conceptions of research as they were produced in focus group conversations and identified discourses that privileged university-based research and researchers over other forms of research, in particular over the interests of professional/practitioner researchers and over the legitimacy of research conducted outside the university.
Abstract: Teaching reform in higher education has frequently been informed by investigations into conceptions of learning held by students and by teachers. Such work has been extended into research education, with the study of experienced researchers' conceptions of research providing a basis for enquiry into the way research is experienced by the various participants in research education. This paper reports research designed to investigate research supervisors' conceptions of research as they were produced in focus group conversations. Using techniques of membership categorisation analysis, discourses are identified that privileged university‐based research and researchers over other forms of research and other ways of knowing, in particular over the interests of professional/practitioner researchers and over the legitimacy of research conducted in workplaces outside the university. It is argued that such discourses have the potential to be problematic for professional and industry‐based practitioner researchers ...
63 citations
TL;DR: In this article, the authors explored how academic staff are supported in attempts to develop their use of educational technologies and concluded that increasing use and expectations of ICT to support student learning in traditional universities are leading to a greater need for team-based approaches to support learners, and the issues that this change raises.
Abstract: This paper explores how academic staff are supported in attempts to develop their use of educational technologies. It identifies the work undertaken by academic staff in the development of an Information and Communications Technology (ICT) application and relates this to the direct support (helping staff to teach using ICT) and professional development opportunities (helping staff to develop their skills) available to them. These broad areas of support are seen as a continuum, with varying proportions of direct support and professional development available in different circumstances. The paper concludes that increasing use and expectations of ICT to support student learning in traditional universities are leading to a greater need for team‐based approaches to support learners, and the issues that this change raises are explored.
41 citations
TL;DR: In Finland, as in other European countries, the Bologna Declaration is having a profound impact on the structure of degrees, and consequently on teaching and learning as mentioned in this paper, and the degree structure is changing rapidly.
Abstract: In Finland, as in other European countries, the Bologna Declaration is having a profound impact on the structure of degrees, and consequently on teaching and learning. Until now, most graduates in Finland completed a Master’s without having to take a Bachelor’s degree first. The Ministry of Education has set a high objective for the reform of degrees based on the Bologna Declaration: the Bachelor’s degree will be developed as an intermediate stage on the way to the Master’s degree, which will remain the main university degree in Finland. Prior to the Bologna Declaration, the University of Helsinki already had a history of enhancing the quality of instruction by providing support directly to the faculties. The university had also emphasised the importance of research into learning and instruction in higher education as the basis for developing teaching at the university. This research provides important information and tools for the university for developing high‐quality teaching and enhancing high‐quality...
25 citations
TL;DR: In this paper, the authors provide insight into the nature of the relationships between ADUs and their university contexts, and they discuss the challenges faced by ADUs in integrating their work into that of the university community.
Abstract: To different extents, academic development units (ADUs) face common problems the world over. Often situated in an institutional environment which values research over teaching, they can find it difficult to integrate their work into that of the university community generally. For them, policy imperatives such as the Bologna accord present both challenges and opportunities. Thus perhaps the most fascinating aspect of these papers is the insight they provide into the nature of the relationships between ADUs and their university contexts. De par le monde, les centres de developpement academique (CDA) sont confrontes a des problemes communs d’envergures differentes. Souvent situes dans un environnement qui privilegie la recherche plutot que l’enseignement, les CDA eprouvent certaines difficultes a integrer leur travail dans celui de la communaute universitaire en general. Pour les CDA, les imperatifs politiques decoulant de l’accord de Bologne presentent aussi bien des defis que des opportunites. Ces articles...
23 citations
TL;DR: The Bologna Declaration is more than a political statement as discussed by the authors, it formulates a clear goal: the creation of a coherent European Higher Education Area as a means to ensure mobility and employability throughout Europe and to improve the international competition and attractiveness of European higher education throughout the world.
Abstract: European universities are today facing major and unique changes as a result of the Bologna Declaration. The Bologna Declaration is not a treaty. It has not been ratified by national or regional parliaments. None of the countries that signed the declaration are thus bound by it. Yet the Bologna Declaration is more than a political statement. It formulates a clear goal: the creation of a coherent European Higher Education Area as a means to ensure mobility and employability throughout Europe and to improve the international competition and attractiveness of European higher education throughout the world. And, a deadline is set. By 2010 the European Higher Education Area should be a fact. The Bologna Declaration also encompasses a very concrete program of action with several specific objectives:
16 citations
TL;DR: In this article, an analysis of the ongoing work at the University of Geneva to reform programs to fit the principles of the Bologna Declaration is presented, focusing on the role of the faculty development centre of the university in the process of renewing curricula.
Abstract: This article analyses ongoing work at the University of Geneva to reform programs to fit the principles of the Bologna Declaration. Analysis of the national context addresses how Swiss universities are currently building a Swiss area of higher education along similar lines to the European Area of Higher Education. Focus is put on the role of the faculty development centre of the university in the process of renewing curricula. The article concludes that implementation of the Bologna Declaration has given leverage for faculty development initiatives and a new integrated conception of curriculum development, although issues of senior academic leadership influence the outcomes. Cet article analyse le travail de reforme des programmes d’etudes actuellement en cours a l’Universite de Geneve, conformement aux principes de la Declaration de Bologne. L’etude initiale du contexte national permet d’identifier les moyens mis en œuvre par les universites suisses pour bâtir un espace commun d’enseignement superieur da...
13 citations
TL;DR: In this paper, the impact of the creation of the European Area of Higher Education (EAHE) on Spanish tertiary education is analyzed from the standpoint of educational improvement and academic development.
Abstract: In this paper, the impact of the creation of the European Area of Higher Education (EAHE) on Spanish tertiary education is analysed from the standpoint of educational improvement and academic development. First, the recent history of the HE system in Spain is summarised in order to understand the context in which this reform is taking place. Then, an overview is offered of some measures taken at national and regional levels to conform to the reform, followed by a description of the specific measures taken in two different universities to bring about educational change. Finally, we elaborate on and draw some conclusions regarding the change process emerging from the creation of the EAHE. The main point of the paper is to describe an emerging reform process focusing on how notions of change and organisational leadership influence teaching and learning, and to offer some reflections on this. En este articulo se analiza el impacto que ha tenido la creacion del Espacio Europeo de Educacion Superior (EEES) en e...
TL;DR: In this paper, the authors describe the implementation of the Bachelor-Master's (BaMa) structure at the K.U.Leuven with an emphasis on opportunities for faculty development.
Abstract: This case study has two storylines. We describe the implementation of the Bachelor‐Master’s (BaMa) structure at the K.U.Leuven with an emphasis on opportunities for faculty development. We also focus on the meaning of this operation for the Educational Support Office. While the introduction of the BaMa structure at the K.U.Leuven resulted in an array of new coherent programs, the faculty development unit found itself confronting conflicting goals—one for support and one for control. An unexpected outcome was a re‐definition of the mandate of the unit. Cette etude de cas comporte deux lignes differentes. D’abord nous decrivons l’implementation de la structure Bachelor‐Master a la K.U.Leuven en accentuant les opportunites pour le developpement facultaire. Deuxiemement, nous investigeons aussi l’importance de cette operation pour le Service de Developpement Pedagogique. Alors que l’introduction de la structure Bachelor‐Master a la K.U.Leuven resulte en une multitude de programs coherents, le Service de Devel...
TL;DR: The authors present two perspectives on the preceding articles: the first by Bill McKeachie, now retired from faculty development activities, and the second by an experienced practitioner in the field, Matt Kaplan, Associate Director of the Center for Research on Learning and Teaching at the University of Michigan.
Abstract: Our commentary presents two perspectives on the preceding articles—the first by Bill McKeachie, now retired from faculty development activities, and the second by an experienced practitioner in the field, Matt Kaplan, Associate Director of the Center for Research on Learning and Teaching at the University of Michigan. Notre commentaire presente deux perspectives sur les articles precedents—le premier article de Bill McKeachie aujourd’hui a la retraite et qui n’est plus implique dans le activites du developpement pedagogique et le deuxieme d’un expert dans ce domain, Matt Kaplan, Sous‐Directeur du Center for Research on Learning and Teaching a l’Universite du Michigan.