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Showing 1 to 15 of 24 results Save | Export
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Vickel Narayan; Thomas Cochrane; Todd Stretton; Nawal Chanane; Mehrasa Alizadeh; James Birt; Elisa Bone; Neil Cowie; Chris Deneen; Meredith Hinze; David Sinfield; Tom Worthington; Paul Goldacre; Robert Vanderburg – International Journal for Academic Development, 2024
This paper explores the development of a special interest group bound by common interests, experiences, and access to opportunities in mobile learning as a model of a networked academic development community. With core members spanning eleven educational institutes across three continents, the Mobile Learning Special Interest Group (MLSIG) was…
Descriptors: Educational Development, Communities of Practice, Networks, Electronic Learning
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Ragupathi, Kiruthika – International Journal for Academic Development, 2022
Academic development is increasingly complex and multi-faceted, and highly contextual. This study investigates why academic developers do what they do, within a continuing professional development (CPD) context. This qualitative research examines how six academic developers value their engagement in CPD and highlights five desired characteristics…
Descriptors: Faculty Development, Professional Continuing Education, Higher Education, College Faculty
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McGrath, Cormac – International Journal for Academic Development, 2020
This paper presents the findings of a four-year research project studying change practice and agency in higher education. The main findings of five empirical studies are presented. These findings lay bare how academic staff perceive opportunities to change their practice, identify leaders' strategies when trying to bring about change, illustrate…
Descriptors: Educational Change, Higher Education, Educational Development, Educational Practices
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Spowart, Lucy; Winter, Jennie; Turner, Rebecca; Muneer, Reema; McKenna, Colleen; Kneale, Pauline – International Journal for Academic Development, 2017
In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish…
Descriptors: Foreign Countries, College Faculty, Professional Continuing Education, Faculty Development
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Gilbert, Amanda – International Journal for Academic Development, 2017
Sessional teachers in universities are often marginalised by their part-time status, availability for training, and invisibility within the institution's infrastructure. Nevertheless, tutors as a subset of this group, regularly have access to some training and development. This paper presents a methodological approach for implementing the BLASST…
Descriptors: Social Theories, Part Time Faculty, Faculty Development, Tutor Training
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Stocks, Claire; Trevitt, Chris – International Journal for Academic Development, 2016
In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often struggle with practice-based learning, and why they can find the reflective portfolio particularly challenging. We first argue that convenors should articulate the differences between "academic learning" and "learning in academia"…
Descriptors: Reflection, Portfolio Assessment, Professional Continuing Education, Trust (Psychology)
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Turner, Rebecca; Brown, Tony; Edwards-Jones, Andrew – International Journal for Academic Development, 2014
Growing emphasis on research output has spawned initiatives to enhance writing practices, often targeted at groups less familiar with academic research practices. This paper discusses a collaborative writing group project for higher education lecturers working in further education colleges. Participants had previously undertaken funded pedagogic…
Descriptors: Adult Education, Writing (Composition), Collaborative Writing, Peer Evaluation
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Trevitt, Chris; Stocks, Claire; Quinlan, Kathleen M. – International Journal for Academic Development, 2012
This paper reviews a range of challenges and tensions experienced when using portfolios for learning as well as for summative assessment in the context of continuing professional learning in academic development programmes. While portfolios are becoming increasingly prominent, the details of how they are used are under-examined; they are often…
Descriptors: Professional Continuing Education, College Faculty, Faculty Development, Portfolios (Background Materials)
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Kensington-Miller, Barbara; Brailsford, Ian; Gossman, Peter – International Journal for Academic Development, 2012
A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted…
Descriptors: Teacher Orientation, Adult Educators, Faculty Development, Credentials
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Ruth, Damian; Naidoo, Kogi – International Journal for Academic Development, 2012
This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal-professional nexus; and…
Descriptors: Reflection, Diaries, Dialogs (Language), Cooperation
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Butcher, John; Stoncel, Di – International Journal for Academic Development, 2012
This article explores the impact of a Postgraduate Certificate in Teaching in Higher Education (PG Cert.) on new lecturers, appointed for their professional expertise. It focuses on staff perceptions of acculturation into the discourses of university learning and teaching. Drawing on a literature review which reveals (at best) ambivalent evidence…
Descriptors: College Faculty, Career Change, Beginning Teachers, Educational Certificates
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McLean, Neil – International Journal for Academic Development, 2012
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…
Descriptors: Discourse Analysis, Psychology, Educational Research, Identification
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O'Neill, Geraldine – International Journal for Academic Development, 2010
Curriculum revision is an important part of academic work. Despite theoretical literature on curriculum development and design, there is a scarcity of literature available for either academic staff or novice educational developers on the initiation of this curriculum revision process. This study, therefore, set out to explore the practices of…
Descriptors: Curriculum Development, Educational Practices, Curriculum Design, Interviews
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Power, Michael – International Journal for Academic Development, 2008
Online learning is expanding rapidly today in many Canadian universities. Fuelled by Canada's unprecedented broadband access, online teaching is creating new challenges for faculty and new responsibilities for educational developers. Although there is adequate literature with regard to faculty thinking about course planning in general, there are…
Descriptors: Feedback (Response), Instructional Design, Online Courses, Foreign Countries
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Ziegenfuss, Donna Harp; Lawler, Patricia A. – International Journal for Academic Development, 2008
This research study describes the experiences and perceptions of an instructor and an instructional design specialist who collaborated on the design and implementation of a university course using a new course design process. Findings uncovered differences between an informal collaboration process and the adaptation of that process for…
Descriptors: Curriculum Development, Instructional Design, Instructional Development, Cooperative Planning
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