International Journal for Academic Development 

About: International Journal for Academic Development is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Professional development. It has an ISSN identifier of 1360-144X. Over the lifetime, 749 publications have been published receiving 18622 citations.

Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

Abstract: Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes, along with the beneficial outcomes of these examples. Finally, we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning.

Engagement through partnership: students as partners in learning and teaching in Higher Education

Abstract: Higher Education in the United Kingdom has rather lagged behind other countries in developing an interest in, scholarly research on, and realisation about the importance of student engagement. This...

The formation of scholars: rethinking doctoral education for the twenty‐first century

Abstract: by George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, and Pat Hutchings, San Francisco, CA, Jossey‐Bass, 2008, 256 pp., £26.99, (hardback), ISBN 978 0 470 19743 1. Thomas Kuhn’...

Situating academic development in professional work: Using peer learning

Abstract: Academic development should be conceptualized not only as a university‐wide process, but also as a local practice and as a process of peer learning in the workplace. The paper suggests that formal approaches need to more fully situate academic development in sites of academic practice. Two examples from the author's own setting ‐teaching development projects and writing for publication groups–illustrate the argument. Challenges arising from such a shift in perspective are discussed.

Reflections on the changing nature of educational development

Abstract: Educational development has changed in many ways over the last 40 years and the International Consortium for Educational Development has highlighted the sheer variety of practices by bringing together educational developers from countries where activities differ markedly. These reflections identify the wide range of foci of attention that are visible – what it is that developers are trying to develop – and the different change mechanisms that they adopt. It also highlights changes that can be seen over time, as educational development within a university, or within a country, matures and expands. Observations are made about the value and desirability of some of these changes. It is hoped that outlining the changes in educational development helps educational developers to recognise their own activities in a different light and to prompt reflections on what else they might do and what direction they might move in.