Towards shaping the field: theorising the knowledge in a formal course for academic developers

Abstract

In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers.

How to be or not to be? A critical dialogue on the limitations and opportunities of academic development in the current higher education context

“…Only in the last twenty years or so, have some institutions offered permanent positions to academic developers while others still provide short-time contracts. Insecure employment conditions, casualisation and instability of the workforce has meant that there are a limited number of professionals with a deep understanding of the historical development of the field (Vorster and Quinn 2015) to strengthen its stability. One of the unfortunate results of this unstable and interrupted trajectory has been the frequent reinvention of ideas and practices in the field, based on common-sense and intuition and thus not particularly fit for purpose.…”

“…Concerns raised by the student protests of 2015 and 2016 highlighted the urgent need for the academy to rethink traditional teaching, learning and assessment practices. Traditional notions of academic and professional development are being contested, with questions raised about whether academic development (AD) is responding to student challenges in legitimate, transformative and relevant ways (Behari-Leak 2017;Vorster and Quinn 2015). At the same time, universities are being challenged to invest in the development of decolonised and transformative curricula.…”

Higher Education Pathways

“…Particularly, this work draws on the work of Nancy Fraser on participatory parity Leibowitz & Bozalek, 2016), Basil Bernstein's work on the pedagogic device and the discourses that underpin it, and on education more generally (Shay, 2016;Vorster, & Quinn, 2012), Margaret Archer's social realist account of structure, culture and agency Leibowitz, Bozalek, van Schalkwyk, & Winberg, 2015;Luckett & Luckett, 2009;Quinn, 2012b); Legitimation Code Theory (Blackie, 2014;Clarence, 2016;Shay, 2016;Vorster & Quinn, 2015), and Academic Literacies (Clarence, 2012;Clarence & McKenna, 2017;Jacobs, 2007Jacobs, , 2013. Notable too is the work being done using Amartya Sen and Martha Nussbaum's Capabilities Approach Walker & McLean, 2015;Walker & Wilson-Strydom, 2016).…”

Teaching research writing at exit-level undergraduate programmes in South Africa

“…In a system whereby the lecturers have grown used to not having such critical conversations about writing, it becomes difficult for both parties to realise this disconnect. There is therefore a need to highlight the importance of good feedback practice as an intrinsic component of effective teaching in higher education (Vorster and Quinn 2015). Hassan (2011) cautions that not all lecturers are ready or trained to teach effectively.…”