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Manathunga, Catherine – International Journal for Academic Development, 2014
The emergence of academic development in Anglophone higher education was linked to post Second World War massification and concerns about student failure. These concerns were driven by increasing statistical investigations into student attrition and degree times to completion, particularly in Australia and Aotearoa, New Zealand. There was a…
Descriptors: Foreign Countries, Higher Education, Educational Development, Academic Failure
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Chisholm, Mervin E.; Jimma, Tefera Tadesse; Tatsuya, Natsume; Manathunga, Catherine – International Journal for Academic Development, 2012
The purpose of this dialogue was to begin grappling with notions of neutrality and academic development in three non-western contexts: (1) Jamaica; (2) Ethiopia; and (3) Japan. The authors were asked to describe the political geography of academic development in their countries and to explore questions of neutrality. This dialogue therefore tries…
Descriptors: Human Geography, Figurative Language, Academic Achievement, Political Divisions (Geographic)
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Holmes, Trevor; Manathunga, Catherine; Potter, Michael K.; Wuetherick, Brad – International Journal for Academic Development, 2012
This paper responds to the occasionally stated imperative in some contexts to be neutral as part of being an academic development unit (ADU). For over a decade at separate professional meetings of developers, two of the authors have heard the refrain that they need to be--or at least be perceived to be--"the Switzerland" of their…
Descriptors: Foreign Countries, Political Science, Anthropology, Confidentiality
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Manathunga, Catherine; Peseta, Tai; McCormack, Coralie – International Journal for Academic Development, 2010
The development of research higher degree supervisors is a relatively recent phenomenon. In most cases, supervisor development continues within the traditional workshop mode and remains firmly located within what Bob Smith calls the "administrative framing" of supervision. This framing ensures that a liberal and policy-orientated discourse retains…
Descriptors: Doctoral Programs, Supervisors, Supervisory Training, Writing (Composition)
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Grant, Barbara; Lee, Alison; Clegg, Sue; Manathunga, Catherine; Barrow, Mark; Kandlbinder, Peter; Brailsford, Ian; Gosling, David; Hicks, Margaret – International Journal for Academic Development, 2009
More than 40 years after its beginnings, academic development stands uncertainly on the threshold of becoming a profession or discipline in its own right. While it remains marginal to the dominant stories of the university, it has become central to the institution's contemporary business. This Research Note describes an enquiry that uses a…
Descriptors: Educational Development, Intellectual Disciplines, Epistemology, Inquiry
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Manathunga, Catherine – International Journal for Academic Development, 2007
Academic developers are very often disciplinary migrants, performing hybrid, liminal roles at the "fault lines" between teachers and learners, between academics and managers, and between teaching and research. As a result, their identities as scholars can be described as "unhomely." While this in-between space is uncomfortable…
Descriptors: Educational Development, Scholarship, Academic Achievement, Higher Education
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Manathunga, Catherine – International Journal for Academic Development, 2006
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…
Descriptors: Educational Development, Guidelines, Foreign Policy, Supervisory Training
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Manathunga, Catherine – International Journal for Academic Development, 2005
Educational development for research supervisors is still a recent phenomenon. Early optional sessions on research supervision have now been replaced, particularly in the UK, continental Europe, and Australasia, by comprehensive and, in some cases, mandatory programs. Yet some of these programs focus solely on the administrative roles and…
Descriptors: Educational Development, Higher Education, Supervision, Foreign Countries