Thinking Otherwise in Academic Development

Holmes, Trevor; Grant, B. Rosemary

doi:10.1080/13601440701217154

Cited by 10 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The fortuitous meeting in Adelaide coincided with a special issue of the International Journal for Academic Development in which these identity discourses were laid bare (Holmes & Grant, 2007). This questioning of identity is certainly not exclusive to academic development as a profession (Knapper, 1998).…”

Section: Methodsmentioning

confidence: 99%

Developing new academic developers: doing before being?

Kessington-Miller

Brailsford

Gossman

2012

International Journal for Academic Development

View full text Add to dashboard Cite

A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted new appointees into the role. This article interrogates the interview data, employing Winter's 'dilemma analysis' to tease out the ambiguities, judgments and problems inherent in the issues of employing new academic developers. Finally, the authors discuss ways of enhancing the induction experience for new academic developers.

show abstract

Section: Methodsmentioning

confidence: 99%

Developing new academic developers: doing before being?

Kessington-Miller

Brailsford

Gossman

2012

International Journal for Academic Development

View full text Add to dashboard Cite

show abstract

“…Fledgling intellectual and disciplinary communities often spend a good deal of time in sometimes anxious internal debate, seeking to clarify, define and legitimate their practice. The profession of academic developers is no exception, and there is a growing international debate about the nature, content and purpose of their work (see for example, the special issue of the International Journal of Academic Development edited by Holmes and Grant (2007)). Amongst UK practitioners, the literature highlights almost as many ways of working within institutions as there are academic developers, a diversity that emerges from very different histories of practice across the sector.…”

Section: Historicising Debates In Educational Developmentmentioning

confidence: 99%

Making sense of doctoral training reforms in the social sciences: Educational development by other means?

Mills

2009

International Journal for Researcher Development

View full text Add to dashboard Cite

Educational reforms are increasingly driven by political and economic forces beyond the university. In this paper I describe how the policy initiatives of the United Kingdom's Economic and Social Research Council (ESRC) have steadily reshaped the length, content and structure of doctoral education in the social sciences. This history of the Council's willingness to respond to national and international policy concerns about the doctorate dates back to the early years of the Thatcher Government in the 1980s. As well as redefining the doctoral student experience, this interventionist policy environment potentially challenges the institutional autonomy of academics and others involved in educational development. In this article I explore the implications of this for doctoral training provision, and for the meaning of educational development itself. I end by pointing to the possibilities for policy 'activism' in responding to these changes.

show abstract

Forms of knowing and academic development practice

Clegg

2009

Studies in Higher Education

132

View full text Add to dashboard Cite

Thinking Otherwise in Academic Development

Cited by 10 publications

References 3 publications

Developing new academic developers: doing before being?

Developing new academic developers: doing before being?

Making sense of doctoral training reforms in the social sciences: Educational development by other means?

Forms of knowing and academic development practice

Contact Info

Product

Resources

About