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Development of educational leaders’ adaptive expertise in a professional development programme International Journal for Academic Development (IF 1.393) Pub Date : 2021-04-14 Hetty Grunefeld, Frans J. Prins, Jan van Tartwijk, Theo Wubbels
ABSTRACT This study considers the extent to which a professional development programme for educational leaders in a research-intensive university contributes to participants’ adaptive expertise in the domain of leading educational change. We evaluated the programme by asking participants to execute an authentic task at the beginning and end of the programme and compared the outcomes with participants’
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Academic development to overcome STEM teachers’ challenges in teaching communication International Journal for Academic Development (IF 1.393) Pub Date : 2021-04-06 Susanne Pelger
ABSTRACT The aim of this study is to explore how academic teachers view and experience challenges in teaching communication. During a teacher training course 92 STEM teachers developed, implemented, evaluated and reported on altogether 44 authentic communication elements. Content analysis was used for analysing teachers’ written answers to questions before the course, and reports after the course.
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On the necessity of hope in academic development International Journal for Academic Development (IF 1.393) Pub Date : 2021-03-23 Susannah McGowan, Peter Felten
ABSTRACT Reflecting on more than five years’ work in a project to support faculty in redesigning large enrollment, high failure rate courses through an equity lens at multiple U.S. institutions, hope emerged as a crucial component of the academic development process. We consider the necessity of hope in the midst of a global pandemic, and also in long-term efforts to ameliorate systemic inequities
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Embracing complexity: an inclusive framework for the scholarship of educational development International Journal for Academic Development (IF 1.393) Pub Date : 2021-03-23 Laura Cruz, Elizabeth Dickens, Anna L. Bostwick Flaming, Lindsay B. Wheeler
ABSTRACT The complex and ever-changing nature of the field of educational development has led to a scholarship of educational development (SoED) that is rich but also enigmatic. The authors outline four lenses through which SoED might be viewed, ultimately proposing a framework for SoED that empowers scholars to engage in a sophisticated negotiation between, among, and across disciplines, perspectives
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Building integrated networks to develop teaching and learning: the critical role of hubs International Journal for Academic Development (IF 1.393) Pub Date : 2021-03-15 K. Lynn Taylor, Natasha A. Kenny, Ellen Perrault, Robin A. Mueller
ABSTRACT This paper explores the nature of integrated networks of practice, and in particular, the important role of hubs within networks. Hubs are individuals or groups that energize cross-connections, improve knowledge flow, enhance learning across small clusters of expertise, and play critical roles in building and sustaining robust integrated networks. Three examples illustrate how group-based
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Paired teaching in higher education: learning from science faculty International Journal for Academic Development (IF 1.393) Pub Date : 2021-03-14 Bruce Moghtader, Linda E. Strubbe, Jared B. Stang, Anthony Clarke
ABSTRACT The purpose of this case study was to investigate the perception and experience of ten new faculty member participants in paired teaching. Along with providing evidence for paired teaching as an avenue for professional development in higher education, the study provides experiential narratives of paired teaching relationships as an illustration of the process. Key outcomes of the study include:
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Delineating the successful features of research data management training: a systematic review International Journal for Academic Development (IF 1.393) Pub Date : 2021-03-10 Cherry Zin Oo, Adrian W. Chew, Adeline L. H. Wong, Joanne Gladding, Cecilia Stenstrom
ABSTRACT Research Data Management (RDM) is an inherently complex area that presents a challenge for institutions to effectively upskill people in RDM and get them to enact RDM best practices. This systematic review aims to provide a reference point for institutions and academic developers to design and deliver effective training for their students and staff to navigate the RDM landscape. After narrowing
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What really matters to faculty members attending professional development programs in higher education International Journal for Academic Development (IF 1.393) Pub Date : 2021-03-09 Omar M. Muammar, Mohammed S. Alkathiri
ABSTRACT This study aimed to identify which factors have the greatest influence on the satisfaction of faculty members who attended higher education professional development programs in teaching. The study included 2,330 cases collected over a three-year period. The results highlighted seven factors that explained 72% of satisfaction and had the greatest influence on positive ratings: (1) achievement
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‘Complexifying’ our approach to evaluating educational development outcomes: bridging theoretical innovations with frontline practice International Journal for Academic Development (IF 1.393) Pub Date : 2021-02-25 Janice Miller-Young, Cheryl N. Poth
ABSTRACT Increasing instructional quality in higher education is a key goal of educational development (ED) work, yet demonstrating complex outcomes remains challenging and lacks practical guidance. Evaluating ED services often relies on a reductionist approach characterized by linear assumptions of causal pathways to measure the extent to which instructional outcomes have been achieved and uses proxies
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SoTL enculturation guided by Kotter’s model of change International Journal for Academic Development (IF 1.393) Pub Date : 2021-02-22 Chwen Jen Chen
ABSTRACT This paper describes how various initiatives to develop SoTL culture can be inspired by the eight steps of Kotter’s model of organizational change. The purpose of each step is to provide a set of probing questions for institutional leaders, academic developers, and faculty leaders on their roles to support this enculturation. Mapping Kotter’s steps with this list of questions and potential
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Access and success: rethinking and widening the impact of academic development International Journal for Academic Development (IF 1.393) Pub Date : 2021-02-18 Johan Geertsema, Roeland van der Rijst
(2021). Access and success: rethinking and widening the impact of academic development. International Journal for Academic Development: Vol. 26, No. 1, pp. 1-6.
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Quality and qualifications: the value of centralised teaching courses for postgraduates who teach International Journal for Academic Development (IF 1.393) Pub Date : 2021-01-17 Els Van Geyte, Marios Hadjianastasis
ABSTRACT The focus of this research is the centralised provision of professional development opportunities for postgraduate teaching assistants (PGTAs) through accredited and non-accredited courses (ACs and NACs), and their perceived and actual benefits. Evidence on the impact of courses at the University of Birmingham (UK) is synthesised with evidence from the wider sector and discussed within the
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25 years of accomplishments and challenges in academic development – where to next? International Journal for Academic Development (IF 1.393) Pub Date : 2020-11-19 Klara Bolander Laksov, Henk Huijser
(2020). 25 years of accomplishments and challenges in academic development – where to next? International Journal for Academic Development: Vol. 25, No. 4, pp. 293-296.
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Thanks to IJAD peer reviewers International Journal for Academic Development (IF 1.393) Pub Date : 2020-11-19 Klara Bolander Laksov
(2020). Thanks to IJAD peer reviewers. International Journal for Academic Development: Vol. 25, No. 4, pp. 382-385.
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A holistic assessment of the responsibilities and areas of support of engineering faculty International Journal for Academic Development (IF 1.393) Pub Date : 2020-12-13 Stephanie Cutler, Alexa Kottmeyer, Rachel Heinen, Yu Xia, Sarah Zappe, Tom Litzinger
ABSTRACT Many factors influence the effectiveness of educational programs and initiatives for engineering faculty, including job responsibilities, departmental and college culture, experience, and more. In the current study, we examine the results and implications of a survey assessing faculty priorities and needs for educational and instructional responsibilities, as well as for research and service
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Understanding the professional identities of PVCs education from academic development backgrounds International Journal for Academic Development (IF 1.393) Pub Date : 2020-12-13 Fiona Denney
ABSTRACT Over the past two years, four research-intensive universities in the UK have appointed senior academic leaders from academic development backgrounds, a new phenomenon in this sector of UK higher education that may suggest a changing pattern. This study interviewed these four leaders to explore what the appointment means for their academic identity. The interviewees identified internal and
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Curriculum development: enabling and limiting factors International Journal for Academic Development (IF 1.393) Pub Date : 2020-11-19 Susan Bens, Klodiana Kolomitro, Andrea Han
ABSTRACT Educational developers play a critical role as change agents and facilitators of curriculum development initiatives. This reflection explores factors that enable and limit curriculum development initiatives as experienced by a group of educational developers working in different university contexts in Canada. By highlighting aspects of our practice wisdom, we hope that we will be able to amplify
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On nurturing the emergent SoTL researcher: responding to challenges and opportunities International Journal for Academic Development (IF 1.393) Pub Date : 2020-11-11 Alice S. N. Kim, Celia Popovic, Laura Farrugia, Salma A. F. Saleh, Geneviève Maheux-Pelletier, Mandy Frake-Mistak
ABSTRACT This study reports on an investigation into the experiences of faculty engaged in the Scholarship of Teaching and Learning (SoTL). Common challenges that emerged across the interviews included competing priorities, and a lack of background knowledge and research skills relevant to their SoTL work. These challenges were often overcome by working alongside colleagues, as well as receiving support
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Developing the curriculum within an institution using a Change Academy approach: a process focus International Journal for Academic Development (IF 1.393) Pub Date : 2020-11-05 Nancy K. Turner, Mick Healey, Susan Bens
ABSTRACT Institutional approaches to curriculum development often privilege outcome over process. This paper explores the use of an adapted Change Academy approach, originally developed for teams from different institutions, to supporting teams from different disciplines within the same institution. The approach was evaluated through analysis of the experience of members of four teams, with data collected
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Engaging with different professional recognition and development opportunities for academic developers International Journal for Academic Development (IF 1.393) Pub Date : 2020-10-27 Erik Brogt
ABSTRACT I discuss my engagement with three professional recognition and development opportunities for academic developers: Senior Fellowship of HEA, HERDSA Fellowship, and SEDA Fellowship. I found that the portfolios for these fellowships complement one another well, and together present a valuable reflection on all aspects of the academic development role and identity.
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Sessionals’ educational development: a review of North American research, 2008-2018 International Journal for Academic Development (IF 1.393) Pub Date : 2020-10-20 Brandon M. Sabourin
ABSTRACT This systematic literature review explored North American educational development programs designed for sessionals. After reviewing the literature, five needs are identified: (a) teaching and learning development, (b) connections to the academic culture, (c) administrative and organizational supports, (d) technological proficiency, and (e) content expertise. Initially focused on Canada exclusively
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Quality of teaching in higher education: reviewing teaching behaviour through classroom observations International Journal for Academic Development (IF 1.393) Pub Date : 2020-10-15 Ine Noben, Jan Folkert Deinum, W. H. Adriaan Hofman
ABSTRACT This study examines the extent to which lecturers demonstrate effective teaching behaviour. The results of 203 observations reveal substantial differences in detected teaching behaviour. Lecturers mostly demonstrated teaching behaviour in the domains classroom climate, efficient organisation, and instruction. Teaching behaviour relating to the domains activating teaching and teaching learning
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Teaching and Learning Regimes: an educational developer’s perspective within a university’s top-down education policy and its practice architectures International Journal for Academic Development (IF 1.393) Pub Date : 2020-10-12 Bernard Lisewski
ABSTRACT This paper describes the Teaching and Learning Regime concept, situating it within top-down university policy implementation and its possible interactions, with bottom-up disciplinary cultures. It argues that top-down policy implementation needs to acknowledge the importance of disciplinary practice architectures and the enablements and constraints they present. Policy will manifest itself
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Academics’ perceptions of challenges of a peer observation of teaching pilot in a Confucian nation: the Vietnamese experience International Journal for Academic Development (IF 1.393) Pub Date : 2020-10-01 Phuong Vu Nguyen, Huong Thi Pham
ABSTRACT This paper discusses academics’ perceptions of challenges during the implementation of peer observation of teaching (POT) for promoting teachers’ reflection and teaching improvement. This qualitative case study involved 11 academics teaching English at a university in Vietnam. Data were analysed inductively and thematically. Several challenges were identified: limited learning from observing
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Casual academic staff experiences in higher education: insights for academic development International Journal for Academic Development (IF 1.393) Pub Date : 2020-10-01 Vivien McComb, Narelle Eather, Scott Imig
ABSTRACT There has been extensive research conducted into the plight of casual academic staff, the precarious nature of their work, their limited academic development opportunities, and their heightened risk of being positioned on the periphery of the workforce in academia. Institutions have attempted to mitigate this risk through the provision of academic development interventions at all levels of
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Implementing a coaching model for the development of online teachers International Journal for Academic Development (IF 1.393) Pub Date : 2020-09-21 Dawn Gilmore
ABSTRACT This paper details a six-step model for coaching online teachers that has been successfully implemented at an Australian university. Drawing on three fields of literature – online teaching, community of practice theory and coaching programs – the model involves (1) on-boarding and goal-setting, (2) coaching conversations about online teaching strategies, (3) implementing those strategies in
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‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program International Journal for Academic Development (IF 1.393) Pub Date : 2020-09-13 Graham D. Hendry, Helen Georgiou, Hilary Lloyd, Vicky Tzioumis, Sharon Herkes, Manjula D. Sharma
ABSTRACT Rapid technological and social changes have prompted a strong focus on teaching practices in higher education. Among the assortment of programs and approaches aimed at developing teaching practices, peer review and observation of teaching remain widespread for their efficiency and potential to be transformative. Though such programs are well described in the literature, whether or how they
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Coaxing success from failure through academic development International Journal for Academic Development (IF 1.393) Pub Date : 2020-09-04 Susan Carter, Sean Sturm, Emmanuel Manalo
ABSTRACT One way to support academics as whole people is to address the psychology of success and failure in academic work. Despite their success in securing doctorates and academic positions, academics often feel like imposters. The current neoliberal audit culture reinforces this sense by demanding more and more of them in terms of outputs that are ‘successful’ when measured and thus financialised
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Diversity matters: academic development in times of uncertainty and beyond* International Journal for Academic Development (IF 1.393) Pub Date : 2020-08-20 Kwong Nui Sim, Julie A. Timmermans, Tracy X. P. Zou
(2020). Diversity matters: academic development in times of uncertainty and beyond* International Journal for Academic Development: Vol. 25, No. 3, pp. 201-204.
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Look before you leap: making the transition from administration to faculty International Journal for Academic Development (IF 1.393) Pub Date : 2020-07-22 Quincy Martin III
ABSTRACT Career trajectories within the academic enterprise elicit copious amounts of literature, much of which focuses on individuals who hail from faculty and rise through the academic ranks to college and university administration. However, scholarly discussions that conversely pay attention to administrators who transition to faculty roles are not as abundant even though they may possess unique
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The impact of engaging with a higher education institution’s continuing professional development scheme: the assessors’ perspectives International Journal for Academic Development (IF 1.393) Pub Date : 2020-07-22 Lynnette Matthews, Kerry Dobbins
ABSTRACT This study investigates the perceived benefits to academics who assess HEA Fellowship applications in one institution. Results show that the assessors experience similar benefits from engaging with the continuing professional development (CPD) scheme as those reported by applicants. The data also indicate that the scheme nurtures a teaching-focused community of practice. By examining and discussing
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Caged (educational) birds: a hybrid metaphorical enquiry International Journal for Academic Development (IF 1.393) Pub Date : 2020-07-16 Catriona Cunningham, Jennie Mills
ABSTRACT Reading poetry through a metaphorical lens, we enquire into our lived experience of academic development. By reading poetry as a metaphor for practice it becomes possible to explore teaching identities within higher education, creating opportunities for learning and critical self-awareness. Comparing and contrasting our different interpretations of the same poems, we reflect on new ways of
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Comprehensive assessment for teaching and learning centres: a field-tested planning model International Journal for Academic Development (IF 1.393) Pub Date : 2020-07-03 Donna E. Ellis, Veronica M. Brown, Crystal T. Tse
ABSTRACT Educational developers need to assess the work of their Centres, from program participation and impact to underlying organizational processes. Various frameworks exist, but developers may feel unsure how to get started. We developed a planning model that offers a structured, systematic approach for developing comprehensive assessment systems that fully engage Centre staff. The model includes
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Transition from content expert to interdisciplinary educator: narrative accounts from health and law International Journal for Academic Development (IF 1.393) Pub Date : 2020-06-26 Melanie J. Hayes, Leela Cejnar
ABSTRACT Interdisciplinary education is gaining prominence in higher education, but little is known about the experiences and professional development needs of interdisciplinary educators. Through the lenses of self-reflection, peer review, and the educational literature, this paper uses a narrative enquiry approach to explore the lived experiences of two academics as they transition from a focus on
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‘Entering the world of academia is like starting a new life’: a trio of reflections from Health Professionals joining academia as second career academics International Journal for Academic Development (IF 1.393) Pub Date : 2020-06-25 Nicoline Herman, Maria Jose, Misiwe Katiya, Merlisa Kemp, Natalie le Roux, Claudia Swart-Jansen van Vuuren, Charmaine van der Merwe
ABSTRACT This research explored the experiences of three health professionals transitioning into academia as second-career academics (SCAs), with the aim of gaining insight into potential enablements and constraints for such career changers. The process of redefining identity from expert health professional to novice academic could occur through a three-stage process of transitioning. However, if SCAs
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Understanding the impact of educational development interventions on classroom instruction and student success International Journal for Academic Development (IF 1.393) Pub Date : 2020-06-17 Lindsay B. Wheeler, Dorothe Bach
ABSTRACT This study explored three US educational development (ED) programs: a weeklong course design institute, a new faculty learning community (NFLC), and a STEM learning community (STEM-LC). We compared observed instruction and student achievement for 239 STEM undergraduate courses taught by instructors who had or had not engaged in ED. Courses taught by NFLC and STEM-LC instructors had significantly
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Academics’ motivations in professional training courses: effects on learning engagement and learning gains International Journal for Academic Development (IF 1.393) Pub Date : 2020-05-31 Martin Daumiller, R. Rinas, D. Olden, M. Dresel
ABSTRACT Although professional training or development opportunities can help university academics to expand their competences and implement high quality educational practices, academics differ in the extent to which they engage in such learning opportunities and their resulting learning gains. A theoretical explanation for these differences involves their motivations in the form of achievement goals
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Seven principles for good practice in midterm student feedback International Journal for Academic Development (IF 1.393) Pub Date : 2020-05-28 Rebecca L. Taylor, Kris Knorr, Michelle Ogrodnik, Peter Sinclair
ABSTRACT Midterm student feedback is a common process in post-secondary institutions that can lead to enhanced teaching practices and thereby potentially to higher ratings of instructional skills in summative course evaluations. At McMaster University, midterm student feedback is called a ‘Course Refinement’ and includes consultation with educational developers. As part of a multiphase study investigating
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Change, agency, and boundary spanning in dynamic contexts International Journal for Academic Development (IF 1.393) Pub Date : 2020-05-19 Henk Huijser, Kwong Nui Sim, Peter Felten
(2020). Change, agency, and boundary spanning in dynamic contexts. International Journal for Academic Development: Vol. 25, No. 2, pp. 91-93.
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Imposter syndrome and the accidental academic: an autoethnographic account International Journal for Academic Development (IF 1.393) Pub Date : 2020-05-13 Catherine Wilkinson
ABSTRACT In this paper, I use an autoethnographic approach to explore my everyday experiences as an early career lecturer at a UK-based university. I uncover some of my underlying experiences of imposter syndrome, presenting the ways it manifests in my teaching activities. This paper recommends areas in which higher education institutions can offer support to early career academics, for instance, through
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Snapshots of selfhood: curating academic identity through visual autoethnography International Journal for Academic Development (IF 1.393) Pub Date : 2020-04-30 Anna Hunter
ABSTRACT Academic identity is fluid, slippery, and uncertain, academic developer identity even more so. This paper explores the author’s use of photography as a medium through which to present, represent, and interpret her own practice and professional identity as a third space professional within higher education. Drawing on existing literature on academic identity, the author explores the ways in
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Mentoring faculty online: a literature review and recommendations for web-based programs International Journal for Academic Development (IF 1.393) Pub Date : 2020-02-27 Beth Hundey, Lauren Anstey, Heather Cruickshank, Gavan P. L. Watson
ABSTRACT Teaching-focused faculty mentorship programs can expose instructors to new ideas, as well as opportunities for critical self-reflection, professional growth, and network building. In this literature review, we synthesize the research on teaching-focused faculty mentorship programs that have been facilitated at institutions of higher education through online or blended modalities. We identify
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Impacts of engaging in research into teaching and learning on academics’ conceptions of their development as teachers and on the roles of academic developers International Journal for Academic Development (IF 1.393) Pub Date : 2020-02-27 Kerry Shephard, Tracy Rogers, Erik Brogt
ABSTRACT We interviewed 13 university teachers who research their teaching practices or their students’ learning to identify how they understood their development as teachers. We interpreted recurring themes within the data as three ways of conceptualising university teachers’ development as teachers. We use a theoretical model to arrange these conceptualisations in a hierarchy based on levels of engagement
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Articulating and developing supervisory skills through collaborative action research International Journal for Academic Development (IF 1.393) Pub Date : 2020-02-18 Ann Macfadyen, Christine English, Maggie Coates
ABSTRACT Postgraduate master’s dissertation supervision is one of the least understood aspects of academic practice. Using action research, 25 master’s supervisors aimed to develop a better understanding of the complexities and challenges involved in this role. Through focus groups, individual interviews and monthly workshops, they developed and piloted resources for new supervisors. The main complexities
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Failure as a catalyst for learning: towards deliberate reflection in academic development work International Journal for Academic Development (IF 1.393) Pub Date : 2020-02-10 Klara Bolander Laksov, Cormac McGrath
(2020). Failure as a catalyst for learning: towards deliberate reflection in academic development work. International Journal for Academic Development: Vol. 25, Special issue: Failure in Academic Development. Edited by Klara Bolander Laksov and Cormac McGrath, pp. 1-4.
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Failing to learn and learning to fail – exemplars of practice from the creative industries International Journal for Academic Development (IF 1.393) Pub Date : 2020-01-23 Mark Thorley
ABSTRACT Universities are facing challenges not seen before. Academic development is expected to address many of these challenges, creating conditions supportive of teaching and learning. However, increasing managerialism, measurement, and risk-aversion make this difficult as the emphasis shifts from supporting individuals towards delivering institutional strategy. This can lead to a lack of creativity
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Wise academic development: learning from the ‘failure’ experiences of retired academic developers International Journal for Academic Development (IF 1.393) Pub Date : 2020-01-21 Julie A. Timmermans, Kathryn A. Sutherland
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
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Experiencing failure in the classroom and across the university International Journal for Academic Development (IF 1.393) Pub Date : 2020-01-10 Veselin Jungic, David Creelman, Ann Bigelow, Etienne Côté, Sara Harris, Steve Joordens, Peter Ostafichuk, Jessica Riddell, Pamela Toulouse, Jin-Sun Yoon
ABSTRACT In this article, 10 award-winning post-secondary instructors use narrative inquiry to explore failure individually by reflecting on their own definition and framework of failure, by giving examples of their experience with failure, and by elaborating how they deal with and learn from failure. The outcome of this collective exploration is an article that reflects the reality of life in academia
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A New Materialist take on the possibilities and impossibilities of becoming a scholarly blogger International Journal for Academic Development (IF 1.393) Pub Date : 2020-01-07 Sherilyn Lennon, Naomi Barnes
ABSTRACT As social media platforms become increasingly entangled in how academia gets performed, there is growing pressure on individuals to cultivate a digital presence or risk becoming invisible. While some adopt new and emerging online communicative tools with gusto and élan, there are others who resent and resist their creeping territorialisation of workspaces. This paper uses a feminist New Materialist
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A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education International Journal for Academic Development (IF 1.393) Pub Date : 2019-12-27 Klodiana Kolomitro, Natasha Kenny, Suzanne Le-May Sheffield
ABSTRACT There is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered
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A narrative across 28 years in academic development International Journal for Academic Development (IF 1.393) Pub Date : 2019-12-18 Carmel McNaught
ABSTRACT This paper is a narrative across 28 years in academic development. Four phases are described, showing how initially naïve conceptions about academic development have been addressed, enabling a growth towards a more holistic understanding of how diversity, quality assurance, and community networks can productively interface. This narrative will, hopefully, assist reflection by other academic
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Exploring and learning from failure in facilitation International Journal for Academic Development (IF 1.393) Pub Date : 2019-12-10 Jennifer Boman, Michelle Yeo
ABSTRACT Research in academic development more often articulates stories of success than of failure in our practice. Using a self-study methodology involving written reflections and analysis of recorded conversations, this article explores how two mid-career developers define and learn from feelings of failure in the context of group facilitation. Through reflection and discussion as critical friends
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Constructive alignment in Pacific tertiary education: building the waka with nails International Journal for Academic Development (IF 1.393) Pub Date : 2019-12-09 Greg Burnett
ABSTRACT Constructive alignment as a way of framing curriculum has wide appeal in many tertiary education contexts. At one Pacific regional tertiary institution, it has recently been embraced as a means toward greater program quality. Its unquestioned acceptance, however, raises the need for critical reflection. This reflection critiques constructive alignment from a number of perspectives, including
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Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching International Journal for Academic Development (IF 1.393) Pub Date : 2019-11-22 Daniel L. Reinholz, Amelia Stone-Johnstone, Niral Shah
(2020). Walking the walk: using classroom analytics to support instructors to address implicit bias in teaching. International Journal for Academic Development: Vol. 25, No. 3, pp. 259-272.
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Threshold concepts as ‘jewels of the curriculum’: rare as diamonds or plentiful as cubic zirconia? International Journal for Academic Development (IF 1.393) Pub Date : 2019-11-21 David Reeping
ABSTRACT The framework of threshold concepts has been used across several disciplines in higher education. Although the literature surrounding the identification of threshold concepts and their nature has flourished, their conceptualization has seemingly diverged across disciplinary lines, which should be recognized by educational developers who work with multiple disciplines. Inspired by a failed
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Write more, publish more, stress less!: five key principles for a creative and sustainable scholarly practice International Journal for Academic Development (IF 1.393) Pub Date : 2019-11-20 Sharon Chang
(2020). Write more, publish more, stress less!: five key principles for a creative and sustainable scholarly practice. International Journal for Academic Development: Vol. 25, No. 4, pp. 379-381.
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Academic development to support the internationalization of the curriculum (IoC): a qualitative research synthesis International Journal for Academic Development (IF 1.393) Pub Date : 2019-11-15 Katherine Wimpenny, Jos Beelen, Virginia King
ABSTRACT While the literature acknowledges the central role of academics in internationalization of the curriculum (IoC), little has been published regarding training of academic developers themselves to support IoC initiatives. However, higher education institutions around the globe are responding to strategic demands for IoC that prepare students as global citizens. We employed qualitative research
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Academic developers as brokers of change: insights from a research project on change practice and agency International Journal for Academic Development (IF 1.393) Pub Date : 2019-10-17 Cormac McGrath
ABSTRACT This paper presents the findings of a four-year research project studying change practice and agency in higher education. The main findings of five empirical studies are presented. These findings lay bare how academic staff perceive opportunities to change their practice, identify leaders’ strategies when trying to bring about change, illustrate the different and at times incompatible ways
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Apply now for IJAD 2020 writing retreat! International Journal for Academic Development (IF 1.393) Pub Date : 2019-09-30
(2019). Apply now for IJAD 2020 writing retreat! International Journal for Academic Development: Vol. 24, No. 4, pp. 381-381.
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Thanks to IJAD peer reviewers International Journal for Academic Development (IF 1.393) Pub Date : 2019-09-30
(2019). Thanks to IJAD peer reviewers. International Journal for Academic Development: Vol. 24, No. 4, pp. 382-384.
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