Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case

Exploring the Potential of Educational Developer Portfolios

“…Although limited research supports a culture of use and integration of portfolios in higher education, Wouters et al's (, p. 31) research indicates that the systematic incorporation of portfolios into evaluation processes can support the development of a “shared language” related to the inherent complexities of teaching and learning in higher education. They also found that portfolios could make the evaluation of complex processes, such as teaching—and we would argue, educational development—more systematic and transparent.…”

“…Furthermore, Scott () emphasizes that the integration of portfolios must be both meaningful and intentional. While there are numerous how‐to guides, books, articles, and an established body of research on teaching portfolios (e.g., Fong et al, ; Hoekstra & Crocker, ; Knapper & Wright, ; Klenowski et al, ; Seldin et al, ; Sjögren, Ragnemalm, Tingström, Uhlin, & Dahlgren, ; Trevitt et al, ; Trevitt & Stocks, ; Wright et al, ; Wouters et al, ; Zipp & Simpkins, ), little such foundation exists for educational developer portfolios. McDonald et al () recently published a guide dedicated to supporting those creating and using educational developer portfolios.…”

“…As Zipp and Simpkins () explain, a portfolio encourages “ongoing self‐assessment and development” that “enables [instructors] to share their perspectives on the significance of their work and present the varied documentation that supports their accomplishments” (p. 1). Portfolios support processes such as: job applications and hiring; tenure and promotion; performance reviews; professional reflection, learning, and development; and, teaching award programs (Chism, ; Danowitz, ; Gravestock, ; Knapper & Wright, ; Tigelaar, Dolmans, De Grave, Wolfhagen, & Van der Vleuten, ; Trevitt & Stocks, ; Wouters, Clement, Frenay, Buelens, & Gilis, ; Zipp & Simpkins, ).…”

From agents of change to partners in arms: the emerging academic developer role

“…However, as Wouters et al (2014) illustrate, this need not be in opposition to key forces within a university. In fact, all three case studies reflected a tenacious focus on encouraging the optimal outcomes for their universities.…”

“…This context, as the three papers show, can generate many challenges for the AD who aspires to reflect best practice. However, the power in building a collaborative partnership with senior academic leaders is clearly illustrated by Wouters et al (2014), where the Vice Provost became a strong advocate for good practice.…”