This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the…

Whilst the case for the Scholarship of Teaching and Learning (SoTL) has been made, there has been little discussion on how such scholarship might lead academic development at the local level. Through analyzing the recent history of Trinidad and Tobago this paper proposes that the conceptualization of SoTL should embrace the nuances of its…

Scholarship of Teaching and Learning (SoTL) has blossomed as a field of study over the past two decades. In addition to the highly successful conferences of the International Society for the Scholarship of Teaching and Learning (ISSOTL), there is now a substantial, growing, and diversifying range of refereed published outputs. Additionally, a…

Current thinking on academic identities is heavily influenced by developments in other disciplines, notably sociology. This accords with Haggis's (2007) challenge for educational researchers to engage with current theory and methods from across the social sciences. However, the traditional sister discipline to education, psychology, seems…

If academic development is to contribute to (re)shaping the purposes and means of pedagogy in higher education, then it has to be based on educational inquiry, for only inquiry will allow us to undertake a critical analysis of educational policies, practices and beliefs with the goal of transforming them. However, the conditions under which…

While the goal of improving student learning in a personal teaching context is considered by many to be a hallmark of scholarship of teaching and learning (SoTL) projects, the outcomes are almost invariably communicated to other teachers. The intention may be to gain endorsement and support for ongoing implementation of new practices and/or to…

This paper illustrates the use of narrative as a means of examining the complex array of factors that shape academic practice. Through focusing on the personal, using the narrative voice of the participants, a series of situated perspectives on the journey towards academic life, and more specifically teaching, is presented. The paper argues that…

This paper reports research in five European universities, in four countries between 2004 and 2008. The research explored and compared institutional contexts for academic development and the interpretations and reflections of a number of academic developers on the organizational position and role of academic development, and of "developers". A…

This paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying. The project…

This study focuses on an examination of mentoring SoTL research from the 10-year implementation of an 8-month mixed-mode international faculty certificate program on SoTL leadership at the University of British Columbia, Canada. Data suggest that faculty members, especially those unfamiliar with social science methodologies, experienced…

In an increasingly global higher education environment, many universities are taking their educational services overseas. One model of overseas provision is through transnational (offshore) education. Transnational teaching challenges the prevailing understanding of an academic role at every level. Transnational teachers are expected to work in…

The study reported in this article explores conceptions of the research-teaching relationship held by faculty members in two research-intensive universities. To elaborate a model for research-intensive teaching that can be considered in faculty development, a total of 16 members from 4 different disciplines were interviewed. The rich diversity in…

Post-colonial theories about liminality, hybridity, unhomeliness, and identity form a novel lens through which to re-theorise educational development work. Applying these conceptual frameworks allows practitioners and the academics they work with the opportunity to problematise some of educational development's colonial underpinnings and…

There are many funding schemes in existence for small projects in educational development, but fewer equivalent research schemes. Data from an evaluation of two schemes at one institution are used as the catalyst for considering such schemes in wider contextual and theoretical perspectives. The evaluation analysed success rate data, project…

This work summarizes results from three studies of the current state of higher education faculty development in Russia. Positive aspects include its support for societal change, content focus, regularity, systematic nature, governmental support, established tradition, encouragement of graduate work, career-long continuity, institutional control,…