Our academic development stories: exploring identities, complexities, and experiences

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal for Academic Development Pub Date : 2022-10-02 DOI:10.1080/1360144x.2022.2154138

Suzanne Le-May Sheffield, Anna Serbati

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引用次数: 0

Abstract

How can we best define ‘academic development’? This question continues to provoke ongoing discussion amongst the IJAD editors (Baume, 1996; Bolander Laksov & Huijser, 2020; Leibowitz, 2014; Sutherland, 2018; Zou & Felten, 2019) and has resulted in numerous articles in this journal over the last few decades (see, for example, Andresen, 1996; Debowski, 2014; Gibbs, 2013). This question raises numerous further queries about academic development: What identities have we constructed and re/(de)constructed as academic developers? Where do we find academic development being enacted? Who conducts academic development and for whom? Is ‘academic development’ solely about teaching development, or can it (should it) expand to work with the interconnected whole of academic life including, for example, research and public engagement? How do students, faculty members, and academic developers from different contexts, institutions, backgrounds, and nationalities enact academic development for themselves and for others? What major challenges are academic developers now facing? One point is abundantly clear: a single answer to any of these questions does not exist. Academic development encompasses complex, multi-faceted identities, processes, and experiences for all those who engage in it. In 2021, the IJAD editorial team created a broad and dynamic working definition of academic development to describe our work across our institutions and around the world and that also reflects the breadth and depth of this work:

查看原文本刊更多论文

我们的学术发展故事：探索身份、复杂性和经验

我们如何才能最好地定义“学术发展”？这个问题继续引起《国际医学会杂志》编辑们的持续讨论（Baume，1996；Bolander Laksov和Huijser，2020；Leibowitz，2014；Sutherland，2018；Zou和Felten，2019），并在过去几十年中在该杂志上发表了大量文章（例如，见Andresen，1996；Debowski，2014；Gibbs，2013）。这个问题引发了许多关于学术发展的进一步质疑：作为学术开发者，我们构建和重建了什么身份？我们在哪里发现学术发展正在被制定？谁为谁进行学术发展？“学术发展”仅仅是关于教学发展，还是它可以（应该）扩展到与相互关联的整个学术生活一起工作，包括研究和公众参与？来自不同背景、机构、背景和国籍的学生、教职员工和学术发展人员如何为自己和他人实现学术发展？学术开发人员现在面临哪些主要挑战？有一点非常清楚：这些问题都不存在单一的答案。学术发展包括所有参与学术发展的人的复杂、多方面的身份、过程和经历。2021年，国际学术发展联合会编辑团队创建了一个广泛而动态的学术发展工作定义，以描述我们在机构和世界各地的工作，这也反映了这项工作的广度和深度：

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来源期刊

International Journal for Academic Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

30.80%

发文量

期刊介绍： The International Journal for Academic Development ( IJAD) is the journal of the International Consortium for Educational Development. The purpose of IJAD is to enable academic/educational/faculty developers in higher education across the world to exchange ideas about practice and extend the theory of educational development, with the goal of improving the quality of higher education internationally. The editors welcome original contributions on any aspect of academic/educational/faculty development in higher and other post-school education (including staff development, educational development, instructional development and faculty development) and closely related topics. We define ‘academic development’ broadly, and you should read former editor Brenda Leibowitz’s recent paper, ‘Reflections on academic development: what is in a name?’ ( http://www.tandfonline.com/toc/rija20/19/4#.VMcX6_7oSGo) to make sure that your understanding of academic development marries with the general sense of the journal. We will NOT accept submissions on K-12 development or teacher education; primary/secondary/high school education in general; or the role that education plays in ‘development’ (economic growth, poverty reduction, environmental sustainability, etc.).