International Journal for Academic Development最新文献

{"title":"Pedagogical training for developing students’ metacognition: implications for educators","authors":"R. Wass, T. Rogers, Kimberly R. Brown, K. Smith-Han, Jacqueline Tagg, David A. G. Berg, S. Gallagher","doi":"10.1080/1360144x.2023.2246442","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2246442","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49086858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards an Australian regional university professional development typology: a qualitative exploration of the academic voice","authors":"Katherine Herbert, Luke van der Laan, P. A. Danaher","doi":"10.1080/1360144x.2023.2242816","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2242816","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes","authors":"Marloes Vreekamp, J. Gulikers, P. Runhaar, P. D. den Brok","doi":"10.1080/1360144x.2023.2233471","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2233471","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45948391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The evolution of a cooperative mentoring community: developing research leadership in early career (healthcare) faculty","authors":"Nicholas Munro, Heidi Matisonn, Nisha Nadesan-Reddy, F. Suleman, D. Wassenaar, S. Ramlall, M. Moshabela, P. Brysiewicz","doi":"10.1080/1360144x.2023.2235327","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2235327","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41939800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional development practices and preferences in Irish Higher Education: insights from a regional survey","authors":"Emma O Brien, G. Moore, Laura Costelloe, Íde O’Sullivan","doi":"10.1080/1360144X.2022.2036155","DOIUrl":"https://doi.org/10.1080/1360144X.2022.2036155","url":null,"abstract":"ABSTRACT The character of professional development offered to those who teach in higher education is changing. There is a shift towards the adoption of more flexible, work-based, apprenticeship models, where experiential routes are increasingly valued. This paper seeks to understand the factors that impact engagement in academic professional development. A quantitative study reveals that experience, years of service, and discipline have little impact on educators’ professional development preferences, nor on the recognition of individual needs and contextual nuances to ensure optimal engagement in academic professional development. We demonstrate that it is not possible to profile professional development pathways in these ways, thus strengthening the evidence base for a flexible approach to it.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"28 1","pages":"240 - 257"},"PeriodicalIF":1.3,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47170225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic development as distributed cognition and practice","authors":"Klara Bolander Laksov, K. Sim","doi":"10.1080/1360144X.2023.2241221","DOIUrl":"https://doi.org/10.1080/1360144X.2023.2241221","url":null,"abstract":"Like a tree, academic development keeps changing, developing, and growing in interaction with the academic environments it intends to cultivate. Since the International Consortium for Educational Development was established 30 years ago, academic development has changed as well as not changed. Although the changes are not ubiquitous across higher education institutions, there are matching patterns. Ten years have passed since Graham Gibbs (2013) wrote his seminal piece in this journal describing the changing nature of academic development. In his article, he described the activities in which we engage as academic developers (ADs) to develop teaching and learning within universities, as well as visible trends of change. When reading the contributions in this issue, it is evident that they collectively reflect the movement described by Gibbs. None of the papers focus on activities Gibbs suggested we are engaging in less, such as individual teacher development, change of classroom practice, small scale tactics, and quality assurance. Instead, today’s academic development practice, as represented in the contributions to this issue, focuses on creating environments for learning, building communities of practice, developing change strategies to ensure quality enhancement, and understanding educational leaders. However, we see a new evolvement of academic development: academic development as distributed cognition and practice. The idea of learning as an individual’s acquisition of a set of theories or tools has been questioned and discussed by many researchers. One of the most frequently referenced researchers on this topic is Anna Sfard and her article ‘On two metaphors for learning and the danger of choosing just one’ (Sfard, 1998). In this article she presents two metaphors for learning as guiding principles for learners, teachers, and researchers: the acquisition metaphor and the participation metaphor. By scrutinizing the theoretical underpinnings as well as the consequences of giving up one metaphor for the other, she argues for the existence of and need for both perspectives. Returning to Gibbs' description of the ways in which academic development had developed since the start of ICED in 1993, we see many similarities with Sfard’s two metaphors. Academic development trends seemed to transition from a metaphor of acquisition to one where participatory practices are favored in collaborations, negotiations, and environments. Heeding Sfard’s advice, however, we need to be mindful not to give up the first metaphor. We might therefore ask the following questions: What is the next step? Do these two metaphors capture all there is to know and do in academic development? After reading the contributions in this issue, we suggest that they do not – there are new trends and evolvements in academic development. The concept of ‘distributed cognition’ as introduced by Hutchins (1991) offers a way to frame what we see in the contributions to this issue specific","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"28 1","pages":"235 - 239"},"PeriodicalIF":1.3,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42362762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic thriving and online course design: a conceptual model","authors":"Bushra Jaleel, Stephanie Horsley, Melanie-Anne Atkins","doi":"10.1080/1360144x.2023.2221225","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2221225","url":null,"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 may impact students’ academic thriving. The Instructional Design for Academic Thriving (IDAT) model, nested within the Community of Inquiry (COI) framework for online learning, supports online course design practices that emphasize student wellbeing and allow students to not just succeed but thrive academically.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136355454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New academics’ experiences of induction to teaching: using Cultural Historical Activity Theory (CHAT) to understand and improve induction experiences","authors":"S. Mathieson, K. Black, L. Allin, H. Hooper, R. Penlington, L. Mcinnes, L. Orme, E. Anderson","doi":"10.1080/1360144x.2023.2217799","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2217799","url":null,"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 and, informed by CHAT, allowed us to discern contradictions in sociocultural and structural aspects of the induction activity systems which significantly impact new academics’ experiences. Examining these contradictions enabled us to identify interventions for enhancing academic induction policy and practice within the case-study University, but also more widely.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46666189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A longitudinal perspective of the experiences and career trajectories of discipline-based education specialists in teaching and learning in higher education","authors":"W. Code, Ashley J. Welsh, E. Maxwell","doi":"10.1080/1360144x.2023.2210535","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2210535","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48978277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening educational leadership through a professional development programme in conjunction with a teaching-focused full professor career track: reflections of participants","authors":"Vincent Crone, F. Prins, Christel Lutz, Irma Meijerman, V. Schutjens, Maarten van der Smagt, L. Wijngaards-de Meij, N. Bovenschen, Manon Kluijtmans","doi":"10.1080/1360144x.2023.2207309","DOIUrl":"https://doi.org/10.1080/1360144x.2023.2207309","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48497014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}