Showing papers in "International Journal for Academic Development in 2010"
TL;DR: In this article, the value and purpose of the traditional peer observation process has been explored, along with what can be done to improve the new peer development process and its value to those who have participated in it as a mechanism for professional development.
Abstract: Many Higher Education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional 'peer observation' process, and as a result a new voluntary system of 'peer development' has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system.
97 citations
TL;DR: In the context of the fast changing university, how are academics to grow the capacity to cope with continual change and what can academic/faculty developers do to assist them as discussed by the authors.
Abstract: In the context of the fast changing university, how are academics to grow the capacity to cope with continual change and what can academic/faculty developers do to assist them? The paper first establishes the context of higher education as a challenging environment. It then reviews ideas about scholarship and explores the application of these ideas to university study of students and academics. It examines the role of the scholarship of teaching and learning in developing the capacity for critical reflection and then applies these ideas to academic practice more generally. Finally, the implications for academic development are addressed. Dans un contexte de mutation rapide de l’universite, comment les universitaires parviennent‐ils a developper la capacite a faire face au changement continuel et que peuvent faire les conseillers pedagogiques pour les aider? Cet article decrit d’abord le contexte de l’enseignement superieur comme un environnement rempli de defis. Il examine ensuite des idees liees a l’erud...
96 citations
TL;DR: In this article, an examination of mentoring SoTL research from the 10-year implementation of an 8-month mixedmode international faculty certificate program on SoTL leadership at the University of British Columbia, Canada is presented.
Abstract: This study focuses on an examination of mentoring SoTL research from the 10‐year implementation of an 8‐month mixed‐mode international faculty certificate program on SoTL leadership at the University of British Columbia, Canada. Data suggest that faculty members, especially those unfamiliar with social science methodologies, experienced significant research challenges when investigating SoTL in complex institutional/curricula/classroom settings. Effective mentoring for SoTL, as part of a community of practice, influenced positive research outcomes. For example, through a community of practice, SoTL mentors performed professional, facilitation and agency roles to engage individual faculty members in SoTL research. A community of SoTL researchers helped to address key epistemological, methodological and ethical challenges faced by individual faculty members when conducting SoTL research in diverse disciplinary contexts. Cette etude porte sur le mentorat de la recherche SoTL debutant des la mise en œuvre, il...
78 citations
TL;DR: In this paper, the authors report the results of a study to determine what level of impact an educational development (ED) program at a university has had on academics' teaching practice over time.
Abstract: Evidence of the impact of educational development (ED) programmes on faculty is often not gathered beyond ascertaining the immediate reactions of participants. This paper reports the results of a study to determine what level of impact an ED programme at a university has had on academics' teaching practice over time. Kirkpatrick's framework provided a useful approach to conceptualise how to examine critically the impact of ED efforts. A series of semi‐structured interviews with 14 programme participants and a subsequent questionnaire survey of 248 participants were undertaken. The programme resulted in high‐level impact when rated according to Kirkpatrick's framework, including changes to individual behaviour and organisational practice, benefits to academics and perceived benefits to their students. Change was reported up to seven years after participation. These results emphasise the role that a well‐designed ED programme can play in enhancing the quality of teaching and assessment practice at a researc...
78 citations
TL;DR: In this article, the authors investigated the workplace learning and identity-building experiences of nurses and school teachers in their first four years in higher education lecturer posts and found that new lecturers find their transition to higher education challenging and confusing because of tensions over what a lecturer should be.
Abstract: In the UK, most initial nurse and teacher education is provided by university departments working in partnership with local health trusts and schools. New university lecturers in these professional fields are generally selected due to their successful performance as practitioners, as nurses or school teachers, rather than on more traditional requirements for appointment as an academic focusing on scholarship. This project investigates the workplace learning and identity‐building experiences of nurses and of school teachers in their first four years in higher education lecturer posts. It aims to inform practice in academic induction for these groups of staff. In the case study institution, the new lecturers find their transition to higher education challenging and confusing because of tensions over what a lecturer should be. They tend to hold on to existing identities as practitioners rather than embracing new identities as academics. The implications for academic induction of these lecturers are considered.
71 citations
TL;DR: This article explored the practices of experienced Irish and UK educational developers working in this area and found that curriculum revision tends to benefit from initial intensive dialogue between educational developers and academic staff, and that such initial interaction provides an important understanding of the context in which the curriculum revision occurs.
Abstract: Curriculum revision is an important part of academic work. Despite theoretical literature on curriculum development and design, there is a scarcity of literature available for either academic staff or novice educational developers on the initiation of this curriculum revision process. This study, therefore, set out to explore the practices of experienced Irish and UK educational developers working in this area. A mixture of in‐depth interviews followed by a semi‐structured questionnaire was used to explore the approaches of these educational developers. The results suggest that curriculum revision tends to benefit from initial, intensive dialogue between educational developers and academic staff, and that such initial interaction provides an important understanding of the context in which the curriculum revision occurs. This paper highlights that despite some suggested starting points at programme and module level, educational developers should be open and flexible in their approach to this activity. La r...
58 citations
TL;DR: This article explored faculty-based academics' views on what influences their behaviours and attitudes towards their development, concluding that the significance of agency raises the importance of responding to the 'voices from below' and emergent personal, individual concerns.
Abstract: The purpose of this qualitative case study research was to explore faculty‐based academics' views on what influences their behaviours and attitudes towards their development. Informed by critical realist ontology, the data collection was carried out through narrative interviews with academics in two contrasting English universities. Findings, or areas for reflection, have emerged about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as: the significance of professional status; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of responding to the ‘voices from below’.
53 citations
TL;DR: In this article, a collaborative initiative with doctoral students to create an academic climate more conducive to fostering interaction across disciplinary groups in a faculty of education in North America was described, where students emerged as their own and others' developers, with a commitment and preparedness to provide leadership within the faculty.
Abstract: This study describes a collaborative initiative with doctoral students to create an academic climate more conducive to fostering interaction across disciplinary groups in a faculty of education in North America The project attempted to ensure that these students had a voice in creating practices, structures, and policies in the faculty that would enhance their doctoral experience The evidence suggests that students emerged as their own and others' developers, with a commitment and preparedness to provide leadership within the faculty While situated in a particular faculty, we believe that the findings have important development implications in other settings since they offer an alternate perspective on development – a shift from expanding training to meet perceived needs to creating opportunities for individuals to construct their own learning opportunities Cette etude decrit une initiative collaborative, impliquant des doctorants, visant a creer un climat academique permettant davantage d'interaction
42 citations
TL;DR: In this article, the impact of using reflective activities for making meaning of one's teaching practice through an analysis of reflections written during pedagogical courses is discussed, and the authors reveal personal teaching theories and teaching challenges.
Abstract: The ability to reflect is a precondition for professional growth. Pedagogical courses for academic staff provide opportunities to support the development of university teachers' reflective skills and habits of reflection. The present paper discusses the impact of using reflective activities for making meaning of one's teaching practice through an analysis of reflections written during pedagogical courses. The data were collected from 92 participants who participated in a pedagogical course offered to five cohorts from 2005 to 2007. Through analysis of academics' reflections on metaphors and teaching cases their personal teaching theories and teaching challenges are revealed. Oppejou professionaalse arengu eelduseks on tema reflekteerimisoskus. Pedagoogilistel kursustel pakutakse oppejoududel mitmesuguseid voimalusi refleksioonioskuste arendamiseks ja reflekteerimisharjumuste kujunemiseks. Artiklis arutletakse pedagoogiliste kursuste kaigus kirjutatud refleksiooniulesannete analuusi pohjal, kuidas erinevat...
40 citations
TL;DR: In this paper, the authors present the authors' reflections on how one UK institution, the University of Gloucestershire, has sought to engage students in the process of strategy development.
Abstract: Two areas of growing importance for academic developers are: first, their involvement in the development of institutional and faculty learning and teaching strategies; and second, how to engage students in academic development activity at institutional, department and discipline levels. This paper explores both interests by considering how academic developers may engage students in the development of both the process and product of institutional learning and teaching strategies. Following a discussion of the nature of strategy and why student engagement is important, this paper presents the authors' reflections on how one UK institution, the University of Gloucestershire, has sought to engage students in the process of strategy development. It concludes that those who lead strategy, especially academic developers, should purposefully engage students in both the process and product of strategy development. This approach of co‐generation is equally applicable to ensuring that learning perspectives and requi...
38 citations
TL;DR: Taylor et al. as mentioned in this paper reported the discussions of a group of seven education academics who met regularly over a 6-month period to better understand, with a view to improving, their teaching practices in the context of the introduction of a new e-technology platform at their university.
Abstract: This article reveals how a university-wide decision to implement flexible delivery at an Australian regional university stimulated academics' praxis in the form of committed, collaborative inquiry into teaching practice and students' learning. This inquiry took the form of deliberately developed conversations amongst academics about their teaching practices. The article reports the discussions of a group of seven education academics who met regularly over a 6-month period to better understand, with a view to improving, their teaching practices in the context of the introduction of a new e-technology platform at their university. Analysis of detailed transcripts of semi-structured meetings of the group suggests considerable evidence of praxis amongst members. This was evident in the way participants interacted with one another in their efforts to interrogate what flexible learning meant, their response to the change process instigated by the move to flexible delivery, and their critique of the usefulness of information and communication technologies for teaching practice and student learning. The findings validate collaborative inquiry approaches as a form of praxis in university settings. © 2010 Taylor & Francis
TL;DR: In this paper, a cross-case analysis of social science researchers in two universities in the UK is presented, which confirms earlier findings that conditions have not substantially changed, yet new themes emerged that create a richer representation of researcher experience.
Abstract: While there are increasing numbers of fixed‐term researchers internationally, their experiences are relatively under‐examined. As a result, I argue their developmental needs are not well understood and rarely addressed. This study – a cross‐case analysis of social science researchers in two universities in the UK – builds on the few existing studies; it confirms earlier findings that conditions have not substantially changed, yet new themes emerged that create a richer representation of researcher experience. The goal of this article is to sensitize us as an academic development community to the needs of these individuals and ways in which we might engage with them.
TL;DR: In this article, the authors present findings from a collaborative evaluation project within a masters program in professional education where participants worked in partnership with the tutor to evaluate the module which they were studying.
Abstract: This paper presents findings from a collaborative evaluation project within a masters programme in professional education The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying The project processes, areas of the course evaluated and the data collection methods are outlined The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills Discussion focuses on the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach This paper highlights lessons from the project relevant to those interested in staff–student partnership approaches and those facilitating postgraduate learning and teaching programme
TL;DR: This paper explored and compared institutional contexts for academic development and the interpretations and reflections of a number of Academic developers on the organizational position and role of academic development, and of "developers".
Abstract: This paper reports research in fivc European universities, in four countries between 2004 and 2008. The research explored and compared institutional contexts for academic development and the interpretations and reflections of a number of Academic developers on the organizational position and role of academic development, and of 'developers'. A nuanced notion of 'service', commitment to scholarship, (intcr)disciplinary flexibility, a strong ethos of learner-centredness and care for and support of both students and academics come to the fore across national and institutional boundaries. Evident, too, is the idea of a diversified profession in development, emergence and consolidation.
TL;DR: The authors explored three approaches to supervisor development that take writing as their starting point for critical inquiry, which enables the exploration and troubling of supervisors' identities, which contains some risks. Careful balancing of benefits and risks opens up possibilities for developing supervision pedagogy that makes central a level of complexity that the administrative framing of supervision often erases.
Abstract: The development of research higher degree supervisors is a relatively recent phenomenon. In most cases, supervisor development continues within the traditional workshop mode and remains firmly located within what Bob Smith calls the “administrative framing” of supervision. This framing ensures that a liberal and policy‐orientated discourse retains dominance as the mode of solving problems in supervision. This article explores three creative approaches to supervisor development that take writing as their starting point for critical inquiry. Each approach enables the exploration and troubling of supervisors' identities, which contains some risks. Careful balancing of benefits and risks opens up possibilities for developing supervision pedagogy that makes central a level of complexity that the administrative framing of supervision often erases. Le developpement des superviseurs de programmes postgradues axes sur la recherche est un phenomene relativement recent. Dans la plupart des cas, le developpement des ...
TL;DR: This article used an online survey to find out how academic developers try to promote teaching and learning on their campuses, and found that their expectations and experiences of literature in their own fields differ from those in teaching, and further differences are noticeable between disciplinary clusters and between institutions.
Abstract: Language can provide an entree into an academic discipline, but can also serve as a barrier to exclude newcomers. How does this apply to academic developers trying to promote teaching and learning on their campuses? Using an online survey, academics at two institutions in the UK and USA were asked to describe their typical and ideal reading in their disciplines and in teaching and learning, focusing on combinations of ideas presented and language used. Results show their expectations and experiences of literature in their own fields differ from those in teaching and learning; further differences are noticeable between disciplinary clusters and between institutions. Implications for academic developers are explored in terms of academic credibility, accessibility, and the possibility of collaboration across the disciplines to overcome academics' potential resistance to literature on teaching and learning. Die Fachsprache kann zwar den Einstieg in einen akademischen Fachbereich erleichtern, kann aber fur Anf...
TL;DR: The authors used frame theory to analyse the language of academic development websites in order to explore some of the assumptions underpinning the public face of the academic development and explore the ways in which language is used to frame and persuade.
Abstract: Language is an important way of presenting an identity, either individual or group. This paper explores the language used in the presentation of the identity of academic development. The study is based on an analysis of websites from academic development centres in the UK and Australia and outlines the public ways in which academic developers present their work and the meanings that are attached to this presentation. It uses frame theory to analyse the language of academic development websites in order to explore some of the assumptions underpinning the public face of academic development. It explores the ways in which language is used to frame and persuade in order to establish the credibility of academic development as an expert and scholarly field.
TL;DR: Taylor and Francis as discussed by the authors describe the international learning experience in business and management hospitality leisure sport tourism. But they do not discuss the impact of the tourism industry on the overall learning experience.
Abstract: Taylor and Francis RIJA_A_497703. gm 10.1080/1360144X.2010.497703 International Journal for Academic Development 360-144X (print)/1470-1324 (online) Book Review 2 1 & Francis 5 30 0 00September 201 Le naL stine le na.lesti en@jyu fi Enhancing the international learning experience in business and management hospitality leisure sport tourism, edited by Richard Atfield and Patsy Kemp, Newbury, UK, Threshold Press, 2008, 176 pp., £25.00 (paperback), ISBN 978-1903152-23-2
TL;DR: In this paper, the authors explored perceptions of 17 faculty and 10 administrators within a school of nursing in an Ontario university regarding the potential impact of an EPR program on organizational goals.
Abstract: The literature on educational peer review (EPR) has focused on evaluating EPR's impact on faculty and/or student learning outcomes; no literature exists on the potential organizational impact. A qualitative (case study) research design explored perceptions of 17 faculty and 10 administrators within a school of nursing in an Ontario university regarding the potential impact of an EPR program on organizational goals. Findings suggested that the implementation of an EPR program may increase consistency in the delivery of the curriculum, provide opportunities for faculty development, act as a method of teaching evaluation, and enhance faculty retention. Higher education institutions may be more likely to provide the resources required for EPR if the organizational benefits can be demonstrated. La documentation au sujet de “l'evaluation educative par les pairs” (educational peer review) (EPR) est centree sur l'etude d'impact de l'EPR sur les objectifs d'apprentissage (learning outcomes) des enseignants et/ou d...
TL;DR: The attributes of the scholar are intellectual curiosity, rigorous argument, judicious use of evidence, a depth of understanding gained through seri... as mentioned in this paper, which is the beating heart of academic work.
Abstract: Scholarship is the beating heart of academic work. The attributes of the scholar – intellectual curiosity, rigorous argument, judicious use of evidence, a depth of understanding gained through seri...
TL;DR: In this paper, the authors raise questions and issues concerning how action research exposes new academics to the conflicts and tensions of the realpolitik of modern universities and present a number of challenges regarding the purpose, nature and consequences of academic development.
Abstract: [Introduction:] While collaborative action research is an empowering approach to developing academic practice, it also presents a number of challenges regarding the purpose, nature and consequences of academic development This research note raises questions and issues concerning how action research exposes new academics to the conflicts and tensions of the realpolitik of modern universities
TL;DR: As Parker Palmer (1998) so eloquently reminds us, our ability to know, teach, and learn in our multiple communities depends on a clear sense of identity and the courage to enact and continue to dev...
Abstract: As Parker Palmer (1998) so eloquently reminds us, our ability to know, teach, and learn in our multiple communities depends on a clear sense of identity and the courage to enact and continue to dev...
TL;DR: The authors argue that peer review and editing are powerful forces shaping the production of knowledge, particularly with respect to research students and those in their first few years post-PhD as they are more often located on the periphery of these activities.
Abstract: As a researcher studying doctoral and postdoctoral experiences (NH), and a developer working with early career academics (CS), we seek to understand better the nature of academic work. It strikes us that important aspects of academic practice, especially those relating to service, remain murky and opaque to less senior academics. In this short text we focus on particular aspects of service – peer review and journal editing. We argue that as powerful forces shaping the production of knowledge they deserve explicit attention, particularly with respect to research students and those in their first few years post-PhD as they are more often located on the periphery of these activities. Why worry about peer review and editing? Graue (2006) suggests these processes serve multiple important functions: controlling the quality of collective research conversation, formatively improving scholarship, and (potentially) transforming those who engage in them. She explains how they also present tensions: reviewers and editors are relied upon for their knowledge and expertise, but such reliance may resist scholarly innovation. Despite their significance, these processes tend to remain in what we call the backstage of academic practice. Goffman (1959) referred to the backstage of social life, showing the importance of aspects of identity and interaction which are not foregrounded or public. We see parallels in the ways academic selves and arguments are presented – the frontstage of the published text or the conference presentation is intimately linked to backstage, more shadowy spaces. We see peer review and editing as backstage activities, and consider what might be gained if aspects of these processes were brought to the fore. Often the interaction between author and reviewer is the most direct, but least public engagement, in which concepts or methodologies are challenged and supporting or opposing views aired. The finished article almost entirely masks its evolution. In preserving anonymity and keeping initial drafts and reviewers’ comments confidential we no doubt gain much. However, our experiences as editors and reviewers have led us to think about how important these backstage processes are. Natriello (1996) suggests that anonymity offers a level playing field, enabling meritocratic rather than political decisions. This creates a space in which candid feedback may be offered, invaluable provided reviewers are responsible and receivers of feedback are thick-skinned enough to deal with a challenging review. Writing a
TL;DR: The higher education sector has shown an increasing concern with promoting quality learning to its global community as mentioned in this paper, while we might all feel that we fully understand this concept, the articulation...
Abstract: The higher education sector has shown an increasing concern with promoting quality learning to its global community. While we might all feel that we fully understand this concept, the articulation ...