ERIC Number: EJ992389
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 24
The "Truth" of Academic Development: How Did It Get to Be about "Teaching and Learning"?
Barrow, Mark; Grant, Barbara
Higher Education Research and Development, v31 n4 p465-477 2012
The nature of academic development in contemporary universities has been a recent focus in the literature. Highlighting the diversity of practices that exist under its name, "academic development" has been described by some as an ambiguous project and a fragmented field, while others suggest a more coherent project, pointing out a near universal concern with, in particular, teaching and learning. Through an exploration of the practices of the first academic developers in New Zealand, and a consideration of the particular institutions in which they were operating, this article draws on the work of Foucault to consider the modalities of power that were available to them. This exploration is used as a basis from which to consider the systems of truth that began to emerge as a result of the early appointees' practice, in particular their original and enduring concern with teaching and learning as objects of knowledge.
Descriptors: Foreign Countries, Higher Education, Educational History, Postsecondary Education as a Field of Study, Intellectual Disciplines, Power Structure, Educational Development, Praxis, Semi Structured Interviews, College Faculty, Career Development, Expectation, Research, Teacher Education, Politics of Education, Administrative Organization, Etiology
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: New Zealand