Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?

Quinn, Lynn; Vorster, Jo-Anne

doi:10.1080/1360144x.2013.879719

Cited by 22 publications

(14 citation statements)

References 10 publications

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“…Lack of shared meaning could frustrate the development of programmes or courses designed to provide further professional and academic qualifications for novice academic developers. This is a new concern within the academic development terrain (Quinn & Vorster, 2014) and there is currently an interest in developing programmes to achieve this. Lack of clarity about what academic development is would frustrate this effort.…”

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confidence: 99%

Reflections on academic development: what is in a name?

Leibowitz

2014

International Journal for Academic Development

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The editors of IJAD have recently been discussing how to give guidance to potential authors about the exact focus of the IJAD journal. We were concerned to give appropriate guidance and were certainly more easily able to articulate what academic development is NOT. For example, it is not about how to raise more funds for higher education in resource-constrained environments. It is also not about primary or high school teaching.When the IJAD editors tried to formulate a common understanding, we quickly realised how difficult our task was going to be. For example, Peter Kandlbinder stated, 'from my perspective academic development is tied up with identity, and what it is to be an academic'. Arguing that academic literacy, professional development and technology support are 'antecedent functions', he wrote in an e-mail exchange between the editors that: *

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confidence: 99%

Reflections on academic development: what is in a name?

Leibowitz

2014

International Journal for Academic Development

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“…En sentral karakteristikk av profesjonelt arbeid er at profesjoner er gitt tillit til å definere standarder for hva som er godt arbeid innenfor grensene av dens profesjonsfaglige kompetanseområde (Abbott 1988;Freidson 2001). Selv om det kan vaere vanskelig å definere UHpedagoger som tilhørende en bestemt profesjon ut fra dette kjennetegn ved at de blant annet rekrutteres fra ulike fagdisipliner (Quinn & Vorster 2014) flere av de trekk som ut fra klassisk profesjonssosiologisk forståelse kjennetegner en profesjon. Profesjonsutøvere er i vestlige samfunn gitt ansvar for, og vist tillit til, å jobbe til det beste for både individer og samfunnets fellesskap (Brint 1994;Durkheim 1957Durkheim /2001Grimen 2008;Freidson 2001;Molander 2016;Parsons 1951Parsons , 1968.…”

Section: Uh-pedagogikkens Profesjonelle Og Komplekse Samfunnsmandatunclassified

Universitets- og høgskolepedagogers profesjonelleansvar

Solbrekke

Fremstad

2018

Uniped

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This article sheds light on and discusses academic developers' (ADs') professional responsibility at a time when their responsibilities are expanding. Increasingly ADs are expected to contribute to enhancing quality in higher education not only by providing courses and supervision for teachers, but also by supporting institutional leaders in the implementation of politically initiated strategies. As our starting point, we use a theoretical framework based on the normative basis for professions, and draw the analogy to academic developers' responsibilities. Thereafter, we describe the two different logics underlying professional responsibility and accountability, where the latter has gained dominance in the New Public Management of higher education. We show how the presence of these two logics creates tensions, as well as new obligations for ADs, and argue that acting professionally responsible today requires negotiating legitimate compromises in the tension between «responsibility» and «accountability», as well as the ability to act in coherence with such compromises. Central tensions are illustrated by university academic developers' descriptions of their work. In conclusion, we argue that reaching legitimate compromises must be seen not as an individual but as a collective responsibility negotiated in a community of ADs.Keywords responsibility, accountability, web of commitments, legitimate compromises, the purpose of higher education INNLEDNING Jag är också ordförande i bedömargruppen, det är väldigt aktuellt nu då vi har ett meriteringssystem på Örebro universitet, där jag bara svarar för egentligen processledning, jag går inte in och bedömer någonting utan sam-, ja, sammanställer och håller i intervjuplanering.

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“…One of the ways, we suggest, is through offering a formal qualification (Quinn and Vorster 2014). In keeping with this belief, and because we have been working in a well-established teaching and learning centre for two decades now, in 2011 we introduced a Postgraduate Diploma in Higher Education (PGDip in (HE)) for academic developers from universities across South Africa (SA).…”

Section: Introductionmentioning

confidence: 99%

Conceptualising an epistemically diverse curriculum for a course for academic developers

Quinn

Vorster

2016

SAJHE

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In this conceptual article we use Luckett's model for an epistemically diverse curriculum, Kitchener's levels of cognition and Maton's concepts of knowledge and knowers to analyse a curriculum of a postgraduate diploma in higher education specifically for academic developers. We describe three meta-level frameworks which we offer to our participants to make explicit the pedagogy of the course. Our main argument is that a course which prepares participants to practise in the complex contemporary higher education context requires them to engage with specific kinds of knowledge, ways of thinking and ways of being so that they can contribute towards addressing the numerous and vexing teaching and learning challenges in their institutional contexts. We argue that analyses such as these help to make explicit the organising principles of a curriculum to the curriculum designers themselves who are then able to use the insights to strengthen the design, pedagogy and assessment of their courses.

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Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?

Cited by 22 publications

References 10 publications

Reflections on academic development: what is in a name?

Reflections on academic development: what is in a name?

Universitets- og høgskolepedagogers profesjonelleansvar

Conceptualising an epistemically diverse curriculum for a course for academic developers

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