NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1069740
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1360-144X
Widening Our Evaluative Lenses of Formal, Facilitated, and Spontaneous Academic Development
Hoessler, Carolyn; Godden, Lorraine; Hoessler, Brian
International Journal for Academic Development, v20 n3 p224-237 2015
As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively satisfy individuals' needs. Recognizing the inherently interactive nature of academic development within systemically complex social contexts, this paper examines four evaluative lenses (traditional, ecological framework, complexity theory, and developmental) applied to graduate students' support. By selecting an appropriate evaluation lens, based on local purposes and context, academic developers are better positioned to assess and improve supports provided.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada