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Finding community through an academic development collective: overcoming constraints through strategic collaboration International Journal for Academic Development (IF 2.453) Pub Date : 2024-04-16 Breana Bayraktar
This study explores the experiences of academic developers engaged in creating a cross-institutional community, the Academic Development Collective (ADC). The ADC was formed to address inequities i...
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The Culturally Sensitive Curricula Educator Self-Reflection Tool as a step toward curricular transformation International Journal for Academic Development (IF 2.453) Pub Date : 2024-04-16 Kathleen M. Quinlan, Dave S. P. Thomas
Although there is a growing movement toward creating more equitable learning and teaching practices in higher education, academic developers are still grappling with practical ways to guide academi...
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Using the VUCA framework to support faculty development during professional transitions International Journal for Academic Development (IF 2.453) Pub Date : 2024-04-12 Dominika Bukalova
This reflection provides a new perspective on the transition from public sector practitioner to academic faculty in order to illustrate how the VUCA and VUCA Prime frameworks may be used by academi...
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Embracing liminality: academic development for early career academics within a community of practice International Journal for Academic Development (IF 2.453) Pub Date : 2024-04-02 Nokukhanya Ndlovu, Nosipho Mbatha, Vusi Msiza
Academic development is a mammoth undertaking that requires collective effort from all stakeholders, extending beyond academic developers alone. As early career academics, we explore our experience...
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Holistic academic development and academic identity in the liminal postdoctoral zone International Journal for Academic Development (IF 2.453) Pub Date : 2024-03-04 Paola R.S. Eiras, Henk Huijser
Postdoctoral experiences within the academic development literature have been under-explored, particularly within the themes of being and becoming. This reflection delves into the transformative na...
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Relationality, belonging, and inclusion in academic development International Journal for Academic Development (IF 2.453) Pub Date : 2024-02-29 Johan Geertsema, Henk Huijser, Suzanne Le-May Sheffield
Published in International Journal for Academic Development (Vol. 29, No. 1, 2024)
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Thanks to IJAD Peer Reviewers 2023 International Journal for Academic Development (IF 2.453) Pub Date : 2024-02-29
Published in International Journal for Academic Development (Vol. 29, No. 1, 2024)
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Exploring the variation of educational developers’ teaching-related perceptions in higher education International Journal for Academic Development (IF 2.453) Pub Date : 2024-02-18 Siru Myllykoski-Laine, Henna Vilppu, Liisa Postareff, Mari Murtonen
The study explored educational developers’ (N = 100) teaching-related perceptions in Finnish higher education through questionnaire data. The results indicated that the higher the levels of intera...
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Group-based journal review: opportunities for researcher development and enjoyment International Journal for Academic Development (IF 2.453) Pub Date : 2024-02-12 Eva Heinrich, Geof Hill, Jo-Anne Kelder, Michelle Picard
The availability of expert reviewers, essential for academic publishing, is increasingly under threat, due to workload pressures and lack of development pathways. This inquiry, undertaken by the ed...
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A Programme for Women achieving Excellence in Research (PoWER): theoretically informed intervention design and evaluation International Journal for Academic Development (IF 2.453) Pub Date : 2024-01-26 Judith Dyson, Chris Westoby, Tina Collins, Edlira Vakaj, Cindy Millman, Yemisi Akinbobola, James Skinner, Esther Windsor, Fiona Cowdell
Academics in Higher Education are often expected both to teach and to research; this is a particular challenge for women both structurally and individually. Initiatives to address structural issues...
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Commemorating 30 years of ICED: embracing academic development’s rich past, challenging present, and emerging future(s) International Journal for Academic Development (IF 2.453) Pub Date : 2024-01-19 Kasturi Behari-Leak, Donna E. Ellis
This essay celebrates the 30th anniversary of the International Consortium for Educational Development (ICED), the parent organization of the International Journal of Academic Development (IJAD). T...
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What teaching looks like: higher education through photographs International Journal for Academic Development (IF 2.453) Pub Date : 2024-01-16 Conor West, Bonnie Amelia Dean
Published in International Journal for Academic Development (Ahead of Print, 2024)
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Creating reflective space for teachers in higher education: the use of story completion International Journal for Academic Development (IF 2.453) Pub Date : 2024-01-15 Kinga Káplár-Kodácsy, Helga Dorner
This paper describes a study how higher education teachers conceive of and approach their teaching and how they connect their conceptions and approaches to critical incidents. This study draws on u...
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Understanding the impact of a pandemic on the work of educational developers International Journal for Academic Development (IF 2.453) Pub Date : 2023-12-27 Jill M. McSweeney, R. E. Moore
Prior to COVID-19, educational developers (EDs) experienced demanding workloads and significant burnout from their daily practice. This study explores how the nature of work for EDs was experienced...
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A complexity-informed examination of educational development services of a university’s teaching and learning centre International Journal for Academic Development (IF 2.453) Pub Date : 2023-12-27 Janice Miller-Young, Cheryl Poth, Luis (Francisco) Vargas-Madriz
Most Centres for Teaching and Learning offer educational development programming and services (EDPS) with specific intended outcomes; however, the actual complex outcomes are difficult to assess. T...
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Motivating conversations in teaching excellence awards International Journal for Academic Development (IF 2.453) Pub Date : 2023-12-14 Conor West
This paper explores how motivational theories can be utilised to direct impactful conversations for the support of teaching excellence awards (TEAs). The purpose of applying a motivational lens to ...
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Supporting faculty scholarship through a peer writing group: a model and guide for success International Journal for Academic Development (IF 2.453) Pub Date : 2023-12-12 Rachel Proffitt, Anna E. Boone, William E. Janes, Jamie B. Hall, Samantha Shea Lemoins, Winnie Dunn
Writing groups have been touted as a method for bolstering faculty productivity. Most research has focused on temporary groups and events rather than long-standing, cohesive groups. The purpose of ...
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Anti-racist, anti-oppressive curriculum development: a different entry point into work on racism and bias in higher education International Journal for Academic Development (IF 2.453) Pub Date : 2023-12-11 Nancy Ares
I argue that curriculum as an entry point into anti-racist, anti-oppressive practice in higher education has the potential to foster transformation more quickly and with less resistance than ‘busin...
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When to co-create education: comparing co-creation discussions before and after a course International Journal for Academic Development (IF 2.453) Pub Date : 2023-12-11 Tanguy A. W. B. Dewaele, Stephanie N. E. Meeuwissen, Jeroen J. G. van Merriënboer, Marjan Vermeulen, Karen D. Könings
Teachers can co-create education with students at different moments. To maximise advantages of co-creation, we need to understand how timing impacts the nature of co-creation discussions. We theref...
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Interior Design as an Analogy for Academic Development International Journal for Academic Development (IF 2.453) Pub Date : 2023-12-04 Julie A. Timmermans, Roeland van der Rijst
Published in International Journal for Academic Development (Vol. 28, No. 4, 2023)
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Exploring mentors’ perceptions of the benefits and challenges of mentoring in a constellation model International Journal for Academic Development (IF 2.453) Pub Date : 2023-11-13 Maureen Vandermaas-Peeler, Jessie L. Moore
In a mentoring constellation model, mentoring is conceptualized as a set of meaningful relationships with multiple mentors. Mentoring constellation models move away from hierarchical ‘one-mentor to...
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Exploring how an experiential professional development program prepared instructors to teach with an unfamiliar pedagogical approach International Journal for Academic Development (IF 2.453) Pub Date : 2023-11-07 Mary English, Rachel Plews, Gail Matthews-DeNatale, Nick Wilson, Katherine Simeon, Helen Cheng
This qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-...
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Small but mighty: a hybrid TILT academic development partnership International Journal for Academic Development (IF 2.453) Pub Date : 2023-10-26 Mandy McGrew, Esther Jordan, Carmen Skaggs
This reflection examines the impact of a hybrid Transparency in Learning and Teaching (TILT) mini-series developed through a partnership between a comprehensive public university’s center for teach...
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University teachers’ professional learning for academic development: Q methodology research International Journal for Academic Development (IF 2.453) Pub Date : 2023-10-18 Xiangyun Du, Youmen Chaaban, Hessa Al-Thani, Adrian Lundberg
This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), w...
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Graduate students as partners in academic development: benefits, challenges, and lessons learned International Journal for Academic Development (IF 2.453) Pub Date : 2023-10-18 Kimberley A. Grant, Muhammad Adil Arshad
In response to calls to revisit the engagement of students in academic development, the authors - an educational development consultant and a graduate student - share the findings of a nation-wide ...
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Students with disabilities mentoring staff: supporting scalable academic development for inclusive education International Journal for Academic Development (IF 2.453) Pub Date : 2023-10-02 Mollie Dollinger, Lisa Hanna
Students with disabilities are the fastest-growing equity cohort in Australia, and yet they continue to face barriers to their success and completion at university. In this paper, we present a scal...
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The complex transition to academic development: an ecological perspective International Journal for Academic Development (IF 2.453) Pub Date : 2023-10-02 Ian M. Kinchin, Suzie Pugh
This paper considers the process of professional becoming for an academic developer as a complex transition towards epistemological plurality. This is a necessary step to appreciate and support the...
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Teachers’ experiences with a mandatory multi-purpose teaching portfolio: a mixed methods study International Journal for Academic Development (IF 2.453) Pub Date : 2023-09-15 Lotte Dyhrberg O’Neill, Ane Qvortrup
ABSTRACT Little is known about the use of multipurpose teaching portfolios. In this study we examined teachers’ general perceptions of a mandatory and publicly available multipurpose teaching portfolio at a research-intensive university with a survey design and a mixed-method approach. Responses from a representative sample of 384 teachers from the intended university population (N=1,160) on 20 survey
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The gendered nature of educational development in the United States International Journal for Academic Development (IF 2.453) Pub Date : 2023-09-14 Emily O. Gravett, Laurie L. McCarty, Lindsay Bernhagen
ABSTRACT Recent research has explored the role of gender in educational development. International and national studies have shown that women predominate the field. In 2017, Bernhagen and Gravett analyzed the gendered nature of educational development in the U.S. specifically. What went unaddressed were the identities of the faculty served. Despite recent research from the U.S. that concluded gender
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Lecturer decision-making in the context of pandemic teaching: Rationales and evidence International Journal for Academic Development (IF 2.453) Pub Date : 2023-09-08 Karin Brown, Andreas Reinhardt, Thomas Korner
ABSTRACT Early 2021 was an opportunity to discover how lecturers were planning future in-person teaching following pandemic-induced online teaching and their reasons for doing so. In interviews, six experienced lecturers identified rationales and underpinning evidence for teaching decisions. The strongest reoccurring pedagogical rationales were enabling active learning and fostering student engagement
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Academic development as distributed cognition and practice International Journal for Academic Development (IF 2.453) Pub Date : 2023-08-24 Klara Bolander Laksov, Kwong Nui Sim
Published in International Journal for Academic Development (Vol. 28, No. 3, 2023)
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The precarious academic: professional development and academic identity in the neoliberal university International Journal for Academic Development (IF 2.453) Pub Date : 2023-08-17 Angela Daddow, Alison Owens, Georgia Clarkson, Vanessa Fredericks
ABSTRACT Academics are constantly undergoing identity shifts in response to globalisation, marketisation and the impact of technology on academic work. This study investigates the impact of a Graduate Certificate of Higher Education (GCHE) on academic identity development in an Australian University. GCHE graduates and their educators were interviewed to examine whether such extended and reflective
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Pedagogical training for developing students’ metacognition: implications for educators International Journal for Academic Development (IF 2.453) Pub Date : 2023-08-14 Rob Wass, Tracy Rogers, Kim Brown, Kelby Smith-Han, Jacqueline Tagg, David Berg, Steve Gallagher
ABSTRACT Students who regularly plan, monitor, and evaluate their learning demonstrate high academic achievement. Although valuable for effective learning, these skills are seldom taught. Moreover, educators rarely receive professional development on how to develop students’ metacognition. This comparative study investigated the impact of pedagogical training for developing students’ metacognition
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Towards an Australian regional university professional development typology: a qualitative exploration of the academic voice International Journal for Academic Development (IF 2.453) Pub Date : 2023-08-09 Katherine Herbert, Luke van der Laan, P. A. Danaher
ABSTRACT The academic voice related to learning and teaching (L&T) professional development (PD) is an important consideration in supporting universities’ pursuit of improving their teaching as a core function of their mission. Framed by a typology of L&T PD in Australian universities, this paper reports on a study that investigated academics’ perceptions of L&T PD in an Australia regional university
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A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes International Journal for Academic Development (IF 2.453) Pub Date : 2023-07-18 Marloes Vreekamp, Judith T. M. Gulikers, Piety R. Runhaar, Perry J. Den Brok
ABSTRACT This systematic review explores what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Thirty-one peer-reviewed articles were reviewed using the Interconnected Model of Professional Growth (IMPG) and curriculum spiderweb. PDP characteristics
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The evolution of a cooperative mentoring community: developing research leadership in early career (healthcare) faculty International Journal for Academic Development (IF 2.453) Pub Date : 2023-07-13 Nicholas Munro, Heidi Matisonn, Nisha Nadesan-Reddy, Fatima Suleman, Douglas Wassenaar, Suvira Ramlall, Mosa Moshabela, Petra Brysiewicz
ABSTRACT Mentoring (healthcare) research from low-to-middle-income countries is critical for developing evidence-based healthcare solutions. This paper presents findings from a study of the mentoring and supervisory relationships embedded in a South African fellowship program for early career healthcare researchers. The findings demonstrate how, rather than relying only on formally assigned mentors
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Academic thriving and online course design: a conceptual model International Journal for Academic Development (IF 2.453) Pub Date : 2023-06-21 Bushra Jaleel, Stephanie Horsley, Melanie-Anne Atkins
ABSTRACT The concept of thriving in post-secondary education has largely been studied in the context of academic advising and student support services, with limited research that links thriving to pedagogical practices. This paper presents a conceptual model created using an integrative literature review to illustrate how instructional choices made during the design and teaching phases of online courses
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Navigating the complexities of higher education: towards a more holistic, relational understanding of academic development work International Journal for Academic Development (IF 2.453) Pub Date : 2023-06-20 Bonnie Amelia Dean, Johan Geertsema
Published in International Journal for Academic Development (Vol. 28, No. 2, 2023)
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New academics’ experiences of induction to teaching: using Cultural Historical Activity Theory (CHAT) to understand and improve induction experiences International Journal for Academic Development (IF 2.453) Pub Date : 2023-06-05 Susan Mathieson, K. Black, L. Allin, H. Hooper, R. Penlington, L. Mcinnes, L. Orme, E. Anderson
ABSTRACT This paper uses insider research within a Cultural Historical Activity Theory (CHAT) framework to examine the lived induction-to-teaching experiences of twelve new academics at a case-study Northern UK university. A CHAT lens foregrounds contradictions as a source for change in the induction-to-teaching process. Data generated through semi-structured interviews with these academics were analysed
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A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education International Journal for Academic Development (IF 2.453) Pub Date : 2023-05-25 Warren J. Code, Ashley J. Welsh, E. Jane Maxwell
ABSTRACT We summarize the experiences and outcomes for ‘discipline-based education specialists’ involved with a large-scale, 10-year initiative: the Carl Wieman Science Education Initiative at the University of British Columbia. A key aspect of the initiative was the hiring of these specialists into academic departments where they held graduate-level education in a matching discipline, often coupled
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Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants International Journal for Academic Development (IF 2.453) Pub Date : 2023-05-16 Vincent Crone, Frans Prins, Christel Lutz, Irma Meijerman, Veronique Schutjens, Maarten van der Smagt, Leoniek Wijngaards-de Meij, Niels Bovenschen, Manon Kluijtmans
ABSTRACT In this paper, we describe the underlying mechanisms that both facilitate and limit the formation of successful educational leadership of participants of the ‘Senior Fellow Programme’: a professional development programme in conjunction with a career track leading up to a teaching-focused full professorship. Based on an analysis of the context-mechanism-outcome (CMO) configuration, we conclude
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Building a competence-based model for the academic development of programme leaders International Journal for Academic Development (IF 2.453) Pub Date : 2023-05-03 Jenny Lawrence, Lesley J. Morrell, Graham W. Scott
ABSTRACT The programme leader is crucial to the success of a higher education provider’s educational portfolio. However, programme leader development is under-researched and is too often conceptualised in a negative way, as the solution to a problem. Here we adopt a positive approach by undertaking an Appreciative Inquiry with programme leaders to understand their development needs. Our work identifies
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Valuing teaching: exploring how a university’s strategic documents reflect institutional teaching culture International Journal for Academic Development (IF 2.453) Pub Date : 2023-04-26 Lindsay Shaw, H. MacDougall, L. Goff, D. Ellis, E. Kustra, M. P. Law, L. Taylor
ABSTRACT Strategic documents are artifacts that can reveal evidence of an institution’s teaching culture and, ideally, can influence how teaching is valued, rewarded, and resourced. This paper describes how an Institutional Teaching Culture framework based on six well-researched levers was applied to analyze strategic documents for indicators of teaching culture. Analyses conducted at five Canadian
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Impact of a regional community of practice for academic developers engaged in institution-level support for SoTL International Journal for Academic Development (IF 2.453) Pub Date : 2023-04-14 Laura A. Lukes, Sophia Abbot, Dayna Henry, Melissa Wells, Liesl Baum, Kim Case, Edward J. Brantmeier, Lindsay Wheeler
ABSTRACT Academic developers play a key role in advancing instructor engagement in the Scholarship of Teaching and Learning (SoTL) at their higher education institutions, but face structural and epistemological isolation. To leverage the knowledge and experience of developers leading SoTL efforts at their respective institutions, a group of academic developers co-created a regional community of practice
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Towards a conceptual framework of professional development: a phenomenographic study of academics’ mindsets in a business school International Journal for Academic Development (IF 2.453) Pub Date : 2023-03-03 Dewa Wardak, Elaine Huber, Sandris Zeivots
ABSTRACT Business education has had limited discussion on professional development for academics. Given the increasing focus on the quality of teaching and learning in higher education, we investigate how academics conceptualise professional development. This has important implications since one’s conceptions of a phenomenon can influence subsequent approaches. Few phenomenographic studies have investigated
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Learning with the river: unblocking channels for academic development International Journal for Academic Development (IF 2.453) Pub Date : 2023-03-01 David E. K. Smith
Published in International Journal for Academic Development (Ahead of Print, 2023)
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Fostering research culture through virtual community learning towards academic development International Journal for Academic Development (IF 2.453) Pub Date : 2023-02-27 Tabitha Durai, Rajadurai Vijay Solomon, Paul Wilson
Published in International Journal for Academic Development (Ahead of Print, 2023)
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Grasping at straws with academic development as a novice lecturer International Journal for Academic Development (IF 2.453) Pub Date : 2023-02-03 Bongani Nhlanhla Mkhize
Published in International Journal for Academic Development (Ahead of Print, 2023)
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That place that is a teaching and learning center International Journal for Academic Development (IF 2.453) Pub Date : 2023-02-02 John Paul Tassoni
Published in International Journal for Academic Development (Ahead of Print, 2023)
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Another set of eyes: an educational co-design story International Journal for Academic Development (IF 2.453) Pub Date : 2023-02-01 Carmen Vallis, Danilo Lopomo Beteto
Published in International Journal for Academic Development (Ahead of Print, 2023)
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Why formulate a research team? International Journal for Academic Development (IF 2.453) Pub Date : 2023-02-01 Trinh Quoc Lap, Le Thanh Thao
Published in International Journal for Academic Development (Ahead of Print, 2023)
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From Scientist to Academic Developer: A Story International Journal for Academic Development (IF 2.453) Pub Date : 2023-01-31 Tracey Bailey
Published in International Journal for Academic Development (Ahead of Print, 2023)
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An identity-agency perspective on overseas academic development of Thai university English teachers International Journal for Academic Development (IF 2.453) Pub Date : 2023-01-23 Indika Liyanage, Phatchara Phantharakphong
For staff of non-Anglophone universities, formal academic development (AD) is frequently equated with learning experiences in Anglophone settings to develop policy-assigned professional identities....
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Industry experience and supporting part-time academic professionals: professional sport and academic development parallels International Journal for Academic Development (IF 2.453) Pub Date : 2023-01-12 Philippe Crisp
Published in International Journal for Academic Development (Ahead of Print, 2023)
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Clinical education vs academic development International Journal for Academic Development (IF 2.453) Pub Date : 2023-01-12 Lucy Spowart
Published in International Journal for Academic Development (Ahead of Print, 2023)
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Making meaning: An investigation into staff’s relational experience of academic development in an applied arts assessment context International Journal for Academic Development (IF 2.453) Pub Date : 2023-01-12 Vikki Hill, Susan Orr, Emily Salines
This article investigates the role of an academic development programme associated with the implementation of newly designed assessment criteria in the UK-based Arts University. The introduction of...
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Fences, dancing, and the spaces between academic development International Journal for Academic Development (IF 2.453) Pub Date : 2023-01-09 Wendy Taleo, Carmen Vallis
Published in International Journal for Academic Development (Ahead of Print, 2023)
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Relational pedagogy in higher education: what might it look like in practice and how do we develop it? International Journal for Academic Development (IF 2.453) Pub Date : 2023-01-09 Feng Su, Margaret Wood
ABSTRACT This paper argues for recognition of the centrality of relational pedagogy for student learning and the important role played by academic developers in supporting this. In the paper, the authors situate relational pedagogy within the context of contemporary marketized higher education, explore the nature and importance of relational pedagogy, and they illustrate some of the ways in which it
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Podcasting as professional development International Journal for Academic Development (IF 2.453) Pub Date : 2022-12-23 Kaitlyn Pickus
Published in International Journal for Academic Development (Ahead of Print, 2022)
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Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD) International Journal for Academic Development (IF 2.453) Pub Date : 2022-12-22 N. Godbold, K. E. Matthews, D. Gannaway
ABSTRACT This study outlines an approach that captures the messy landscape of the learning opportunities on which teaching focused academics draw. The Activity Centred Analysis and Design framework was employed to analyse data from a focused ethnographic study of seven TFAs in a research-intensive university. The Activity Centred Analysis and Design framework revealed processes of reconfiguring structures