International Journal for Academic Development最新文献

{"title":"Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD)","authors":"N. Godbold, K. Matthews, D. Gannaway","doi":"10.1080/1360144x.2022.2158835","DOIUrl":"https://doi.org/10.1080/1360144x.2022.2158835","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43789278","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":"Parallels between philosophy and academic development: under-labourers, critics, or leaders?","authors":"T. Cunningham","doi":"10.1080/1360144x.2022.2137513","DOIUrl":"https://doi.org/10.1080/1360144x.2022.2137513","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42288904","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":"Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course","authors":"Martin Compton, Sally Alsford","doi":"10.1080/1360144x.2022.2119240","DOIUrl":"https://doi.org/10.1080/1360144x.2022.2119240","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49312052","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":"Top Trumps: The Nottingham Trent University Educational Development Edition","authors":"K. Cuthbert, K. Bunting, M. De Ste Croix, K. Gough, E. Kennedy, J. Matić, B. McCarter","doi":"10.1080/1360144x.2022.2126477","DOIUrl":"https://doi.org/10.1080/1360144x.2022.2126477","url":null,"abstract":"In response to IJAD’s call for contributions to a special issue called ‘Our Academic Development Stories’, the Educational Development Team at Nottingham Trent University (NTU) spent time together unpacking their role, professional identity, and the characteristics they bring to the job that makes educational transformation happen. By means of synthesising this discussion, we bring you Top Trumps: The NTU Educational Development Edition. These trading cards showcase the superpowers present in academic development. They tell the story of traits that motivate, persuade, and gain buy-in. They also prompt reflection on the professional service/academic nexus and where primary disciplines are overridden by a para-academic identity.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"27 1","pages":"327 - 329"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47404833","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":"Malaysia: targeted academic development needed","authors":"Doria Abdullah, Norzaini Azman, C. Wan","doi":"10.1080/1360144X.2022.2137514","DOIUrl":"https://doi.org/10.1080/1360144X.2022.2137514","url":null,"abstract":"Malaysia has a grand vision for its cadre of over 30,000 academics, serving over 1.3 million students across 20 public universities and over 400 private higher education institutions. Under an academic development framework called the Differentiated Career Pathway (DCP), academics are expected to possess baseline competencies in teaching, research, services, and management, after which they may focus to excel in any of the four personas: inspiring educator, accomplished researcher, experienced practitioner, or institutional leader. The main argument behind DCP is that a more focused career pathway will lead to greater motivation and career satisfaction among staff, which will then lead to a productive, highly performing academic workforce. As aspirational as it sounds, the DCP remains a complex framework to implement. To successfully embrace their preferred personas, Malaysian academics need to allocate additional time outside of their day-to-day tasks to hone their credentials. For example, an academic aiming for professional engineer status must undergo a period of supervised practical experience, prepare evidence for submission, and subsequently sit for an interview with the Institution of Engineers Malaysia (IEM). An overworked academic population simply cannot commit to the additional demands exerted on top of existing teaching, research, and service commitments. Each academic should have his/her individual development plan, yet academic development is done en masse. In-house training programmes cover generic themes and do not account for prior experiences and levels of mastery. External training requires additional training allocations, which might be hard to source in an already cash-strapped higher education setting. As a result, most academics do not fulfil the mandated 42 training hours per year. Ongoing initiatives jointly organised by the Higher Education Leadership Academy (AKEPT), Ministry of Higher Education, and academic developers of higher education institutions point to competency-based training based on level of mastery, which alleviates the gap to some extent. Additionally, findings from the 2019 iteration of the ‘Academic Profession in the Knowledge Society’ (APIKS) global study, of which Malaysia is a participating country, pointed to three gap areas. First, there is a gender crisis, as female academics rated their competencies much lower than their male counterparts. Next, despite education export being an important economic agenda for the country, Malaysian academics have weak authorship links with international co-authors and rated themselves low in terms of competencies for networking and securing external funding. Finally, the young academic population, defined","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"27 1","pages":"339 - 340"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43734020","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":"Why formulate a research team?","authors":"T. Lap, Le Thanh Thao","doi":"10.1080/1360144X.2023.2172527","DOIUrl":"https://doi.org/10.1080/1360144X.2023.2172527","url":null,"abstract":"The Vietnamese government has made remarkable efforts to encourage its academic workforce to conduct scientific research which is meant to enhance the quality of education in light of research-based teaching. Research-based teaching helps teachers increase the interaction between their teaching methods and the impact of these methods on their students’ learning outcomes. However, an existing reality is that publishers and authors from developed countries have dominated academic publishing for years (Vuong, 2019). Lacking knowledge about publication, academic writing, and access to updated publication databases results in low research productivity, especially in the humanities and social sciences in developing countries like Vietnam (Pham & Hayden, 2019). Therefore, we – two English as a foreign language teacher-writers, including a more experienced and a novice researcher in English pedagogy – were stimulated to formulate a two-member research team as a community of practice to enhance the quality of our scientific research and to contribute to closing the gap with those from developed countries (Mak & Pun, 2015). Before formulating the team using a shadowing approach common in organizational settings, we were highly aware of potential challenges, including the time-consuming nature of this process, loss of freedom in decision-making, conflicting interests, ethical issues, and more (Ferguson, 2016). However, as professionals, we built our team as a small community whose members were keen to interact with each other regarding teaching and research experiences for the sake of personal and professional growth. We constantly reminded ourselves of our roles and responsibilities toward our students’ learning and continually learned about the subject matter, teaching principles and methods, learners, and whatever else might potentially develop our professionalism and performance. Throughout the process of writing for publication as a research team, not only did we develop our academic writing and research skills, but we also built up a solid collegial relationship that helped increase our instructional practice, self-efficacy, and research competencies. In our case, reciprocal peer learning has significantly impacted our academic development. In other words, academic development does not mean improving academic knowledge and skills only, but it also involves academics learning from and with each other. Accordingly, similar benefits to our colleagues, who are from every corner of the world, will be achieved if they can formulate a good team. Therefore, we recommend that colleagues find themselves at least one sympathetic colleague with whom to work and grow.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"27 1","pages":"350 - 351"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42504615","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":"Reaping the dividends of liminality","authors":"Rebecca Kan","doi":"10.1080/1360144x.2022.2143365","DOIUrl":"https://doi.org/10.1080/1360144x.2022.2143365","url":null,"abstract":"I breathe in an arts academy with professional artist-educators who cultivate imagination in themselves and in the lives of their learners. As we live in the challenges of unsettling permanence through this pandemic, I reflect on the necessary discourse about discursive practices in academic development. I am driven to think about my positionality to build capacity at a higher arts education institution that is presently in transition towards the formation of Singapore’s first arts university. In academic development towards artistic excellence, we relish the state of liminality. Liminality is a rite of passage that recognises the need for change. Here, questions are invited over answers, and process is preferred over product. To offer a few insights into the Singaporean context, I present three vignettes, by way of provocation. Picture Zac, a veteran artist, whose exhibitions have received public accolades. He struggles to appropriate digital tools and technologies that can engage students in the tactile making of sculpture, but secretly experiments with new media in the metaverse. During the coronavirus confinement, all practical classes had to be conducted remotely. What did an accelerated pace towards digital engagement look like in his online studio, and what would he choose to adopt in a post-pandemic future? Picture David, an experienced architect who manages the academic affairs of the arts school. Arising from pressing academic and administrative concerns in the programs, he misses the joy of creating new practice in his design studio. He faces the silent dissent of a neo-liberal arts fraternity that frowns upon an incessant need to document and figure out how art translates into something that can be formalised into peer-reviewed publications. To compound issues, the academy needs to meet international benchmarks and external audits that may not always resonate with local artistic contexts. What could his involvement with communities of practice do to achieve the new lexicon for artistic practitioners? And lastly, picture Sarah, a musician advocating for transformative educational practices, and the relevance of an education through the arts. As a young and aspiring colleague prized for teaching excellence and daring initiatives, she responds to a crescendo of student voices who desire more interstitial moments to broaden artistry. Yet her push to emancipate learning beyond the walls of the academy is crushed by tenured colleagues – once her very mentors – who uphold mastery through traditional apprenticeship models. What can she do for students to broaden and add value to the arts?","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"27 1","pages":"354 - 355"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48441775","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":"Clinical education vs academic development","authors":"L. Spowart","doi":"10.1080/1360144x.2022.2161210","DOIUrl":"https://doi.org/10.1080/1360144x.2022.2161210","url":null,"abstract":"In this short vignette I reflect on the question ‘What does academic development mean to me in my current context as a programme leader in Clinical Education?’ Am I even an academic developer any longer? And yet I find myself drawn to respond to the question. Having moved, 6 years ago, from a typical academic developer role, situated within a centralised teaching and learning unit, I now find myself in what appears to be a more clearly defined lecturing role as an Professor in Educational Enhancement. I am employed on an academic teaching-focused contract, my main responsibility being to lead an Advance HE accredited Postgraduate Certificate (PGCert) in Clinical Education. I am not then, by name at least, an academic developer. However, I contend that I ‘do’ academic development work. Does this make me an intruder here? An ex-academic developer, not wanting to ‘let go’, simultaneously suffering the imposter syndrome of being a non-clinician in a medical school? For me though academic development is not so much about the job title but how individuals enact academic development work – either formally or informally – and the transformative impact of that work on individuals and their teaching.","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"27 1","pages":"325 - 326"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43989039","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":"Learning with the river: unblocking channels for academic development","authors":"David E. K. Smith","doi":"10.1080/1360144x.2022.2161208","DOIUrl":"https://doi.org/10.1080/1360144x.2022.2161208","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"27 1","pages":"306 - 307"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44107381","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":"Belonging as an academic/educational developer: breathing for justice, together","authors":"Anna Santucci","doi":"10.1080/1360144x.2022.2140544","DOIUrl":"https://doi.org/10.1080/1360144x.2022.2140544","url":null,"abstract":"","PeriodicalId":47146,"journal":{"name":"International Journal for Academic Development","volume":"27 1","pages":"308 - 309"},"PeriodicalIF":1.3,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47493361","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}