Making meaning: An investigation into staff’s relational experience of academic development in an applied arts assessment context

Abstract

This article investigates the role of an academic development pro-gramme associated with the implementation of newly designed assessment criteria in the UK-based Arts University. The introduction of new assessment criteria was accompanied by a pan-university academic staff development intervention. In a small-scale qualitative study, we researched staff's experience of meaning-making and present three interconnected themes: the relationships between attendees; their relationship with the criteria; and relational understandings within the context of expectations of academic development. We deploy Honneth's theory of recognition and make recommendations for policy makers and academic developers to support the design of socially just academic development opportunities.