ABSTRACT

Informed by Constructive Developmental Theory and the Threshold Concepts Framework, we interviewed retired academic developers from four continents and asked them to describe their processes of learning from perceived failures and how they see the role of academic developers in supporting academics through failures. Findings regarding participants’ definitions of failure, ways of making sense of and learning from failure, and recommendations for supporting academic colleagues’ learning from failure are shared through tables, quotations, and poetry. Findings show that ‘wise academic development’ embraces curiosity about failure, integrates the (sometimes) transformative nature of failure, shares the load of sense-making, and cultivates connectedness.

摘要

借助建设性发展理论和阈值概念框架，我们采访了来自四大洲的退休学术开发人员，并要求他们描述他们从感知的失败中学习的过程，以及他们如何看待学术开发人员在通过失败支持学术方面的作用。通过表格，语录和诗歌分享了有关参与者对失败的定义，了解失败的方法和从失败中学习的方法以及支持学术同事从失败中学习的建议的发现。研究结果表明，“明智的学术发展”包含了对失败的好奇心，整合了（有时）失败的变革性，分担了理性的重担，并培养了联系。