Showing papers in "International Journal for Academic Development in 2005"

Compulsory Higher Education Teacher Training: Joined-up policies, institutional architectures and enhancement cultures

Abstract: A number of countries, including Sweden and the UK, are considering the introduction of compulsory teacher training for higher education (HE) lecturers. This paper assesses whether such a policy is likely to achieve its aims, and the issues that may arise as the policy is implemented. The paper draws on experience with this policy in Norway, empirical research from relevant studies, and on social practice theory to illuminate the processes involved and identify prospects and pitfalls. The paper concludes that while compulsory higher education teacher training may achieve some of its goals, as a standalone policy it is unlikely to achieve them all. Higher education institutions and their staff are involved in multiple games, with competing goals and different rules. Meanwhile higher education policy‐making often lacks coherence, with contradictory outcomes in different areas of policy. If policy‐makers at all levels are serious about the enhancements to teaching and learning that compulsory training is des...

The development of research supervision: “Turning the light on a private space”

Abstract: Educational development for research supervisors is still a recent phenomenon. Early optional sessions on research supervision have now been replaced, particularly in the UK, continental Europe, and Australasia, by comprehensive and, in some cases, mandatory programs. Yet some of these programs focus solely on the administrative roles and responsibilities of supervisors, attempting to provide technical “fixes” that deny the genuine difficulties and complexities involved in supervision relationships. Some research supervisors resent the intrusion of educational developers into what many of them have regarded as a private pedagogical space. They interpret such programs as further instances of the quality assurance agendas of governments and university administrators, and are justifiably suspicious of what some describe as the colonial underpinnings of educational development. These reactions create tensions for educational developers. This article explores why educational development can be problematic for ...

Everyday conversation as a context for professional learning and development

Abstract: Because conversation is a constant in our personal and professional lives, we are not inclined to stop and think about it as a phenomenon. However, that is what I have found myself doing. In particular, I have become much more self‐conscious, and hopefully more thoughtful, about the conversations that constitute an inevitable aspect of my day to day work in an academic staff development role. Drawing on my own reflections and a body of related literature, I have thought about the features of conversation that may make it conducive for professional learning; how “valued” conversation is as a context for professional learning; the possible ingredients of a conversation and the extent to which they can be controlled or influenced without disturbing, or even destroying, the defining essence of conversation; and the competencies and sensitivities that may be required if conversation is to become an occasion for learning. In this article, I present the outcomes of my reflections and inquiry with the hope that t...

Academic development as institutional leadership: An interplay of person, role, strategy, and institution

Abstract: Academic development is emerging as a complex and challenging leadership role. Academic developers in Australia were interviewed to determine how they: (1) conceptualized leadership; (2) saw themselves in leadership roles; and (3) effected leadership and change through academic development work. The results revealed that, in an academic development context, leadership is not defined as a prescribed set of characteristics. Rather, a synergy among variable characteristics of the person, the academic development role, development strategies, and institutional context determined successful practice and leadership in any given institution. In this complex dynamic, Parker Palmer’s conceptualization of the roles of the teacher can provide a unifying framework for conceptualizing the diverse work in which we engage. Many of the characteristics of academic development practice, including our leadership roles, can be mapped directly onto Palmer’s concepts of identity and integrity, and of knowing, teaching, and lea...

Mentoring on a Programme for New University Teachers: A partnership in revitalizing and empowering collegiality

Abstract: This paper evaluates the use of subject‐based collegial mentors in an initial teacher development programme for new lecturers in a research‐intensive UK university. The use of mentors is common in such programmes but their status tends to be that of critical friend and they have little formal influence in the programme. In the programme reported, departmental mentors were accorded a higher status as collegial partners and members of the programme team who also acted as formal assessors. The rationale for their enhanced involvement was to facilitate a genuine sense of ownership and responsibility by subject departments for the initial development of their new lecturers as university teachers. The evaluation study found that formalized mentoring engendered a strong sense of collegiality and ownership by disciplinary communities of practice in the process of initial teacher development. Some of the anticipated issues, such as the potential role conflict of mentor as guide and assessor, did not arise. The lon...

Faculty Development in Russian Higher Education

Abstract: This work summarizes results from three studies of the current state of higher education faculty development in Russia. Positive aspects include its support for societal change, content focus, regularity, systematic nature, governmental support, established tradition, encouragement of graduate work, career‐long continuity, institutional control, and development of lecture skills. Problematic aspects currently include an over‐emphasis on memorization, severe under‐funding, uneven quality of faculty development programs, and lack of attention to student involvement, faculty research, and ethics. International exchange programs appear important for Russian faculty development, but language facility is a main factor limiting participation in exchanges, study abroad, and Internet usage. Recommendations are made for further research and for the policies of international non‐profit organizations, government agencies, and professional faculty development organizations. Ce travail fait la synthese des resultats de...

Problems in Staff and Educational Development Leadership: Solving, Framing, and Avoiding.

Abstract: Analysis of interviews using critical incident technique with a sample of leaders in staff and educational development in higher education institutions reveals a limited use of classical problem‐solving approaches. However, many leaders are able to articulate ways in which they frame problems. Framing has to do with goals, which may be complex, owing to inherent role tensions. A further set of behaviours appears to help practitioners to avoid problems. A commentary is offered on examples of solving, framing and avoiding problems, drawn from the interviews. It is suggested that this three‐part view of professional approaches to problems could assist in the review and development of practitioners' expertise. L'analyse d'entretiens, faisant appel a la technique des incidents critiques, aupres d'un echantillon de dirigeants des domaines du developpement pedagogique et du personnel semble reveler un emploi limite d'approches classiques de resolution de probleme. Cependant, plusieurs dirigeants sont en mesure d...

Relevance, Challenge and Motivation: The ingredients of a novel managerial development program

Abstract: The Division of Information and Academic Services (DIAS) is a large service division (over 400 staff) at Queensland University of Technology (QUT). In 2002 it supported a novel one‐month rotation of roles by the three department directors. The rotation was conceived as an important professional development opportunity for each of the directors and by example, to other divisional staff. It was also designed to fast track a more collaborative culture across the Division and identify opportunities for improved services. The three‐way nature of the exchange created a particular tension and a unique learning opportunity. Each director simultaneously played the role of novice manager, critical friend and reflective observer. The learning opportunity was relevant because it was contained within the one institutional culture. It was challenging because it demanded a shift in professional perspective, and motivating because it fostered a collegial working environment where change was welcomed, supported and reinfo...

Conversations: Negotiating professional learning and power

Abstract: A theme running through the articles in this issue is the role of informal oral exchanges—conversations—in negotiating both professional learning and power. The idea of conversation as an important...