NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 86 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Martin Compton; Sally Alsford – International Journal for Academic Development, 2024
This study explores the experiences of international staff in Egypt and Trinidad who undertook a UK-based teaching development course provided by the London University who were validating and franchising the offshore courses they taught. Such transnational education (TNE) is a significant but under-researched area of Higher Education and…
Descriptors: Foreign Nationals, College Faculty, Foreign Countries, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Indika Liyanage; Phatchara Phantharakphong – International Journal for Academic Development, 2024
For staff of non-Anglophone universities, formal academic development (AD) is frequently equated with learning experiences in Anglophone settings to develop policy-assigned professional identities. Taking dialogic conceptions of professional identity and a temporal model of identity-agency as theoretical lenses, we examine the overseas AD…
Descriptors: Foreign Countries, Faculty Development, Language Teachers, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Dewa Wardak; Elaine Huber; Sandris Zeivots – International Journal for Academic Development, 2024
Business education has had limited discussion on professional development for academics. Given the increasing focus on the quality of teaching and learning in higher education, we investigate how academics conceptualise professional development. This has important implications since one's conceptions of a phenomenon can influence subsequent…
Descriptors: Faculty Development, Business Schools, College Faculty, Business Administration Education
Peer reviewed Peer reviewed
Direct linkDirect link
Lindsay Shaw; H. MacDougall; L. Goff; D. Ellis; E. Kustra; M. P. Law; L. Taylor – International Journal for Academic Development, 2024
Strategic documents are artifacts that can reveal evidence of an institution's teaching culture and, ideally, can influence how teaching is valued, rewarded, and resourced. This paper describes how an Institutional Teaching Culture framework based on six well-researched levers was applied to analyze strategic documents for indicators of teaching…
Descriptors: Higher Education, Educational Planning, Strategic Planning, College Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Laura A. Lukes; Sophia Abbot; Dayna Henry; Melissa Wells; Liesl Baum; Kim Case; Edward J. Brantmeier; Lindsay Wheeler – International Journal for Academic Development, 2024
Academic developers play a key role in advancing instructor engagement in the Scholarship of Teaching and Learning (SoTL) at their higher education institutions, but face structural and epistemological isolation. To leverage the knowledge and experience of developers leading SoTL efforts at their respective institutions, a group of academic…
Descriptors: Communities of Practice, Strategic Planning, Teaching Methods, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Karin Brown; Andreas Reinhardt; Thomas Korner – International Journal for Academic Development, 2024
Early 2021 was an opportunity to discover how lecturers were planning future in-person teaching following pandemic-induced online teaching and their reasons for doing so. In interviews, six experienced lecturers identified rationales and underpinning evidence for teaching decisions. The strongest reoccurring pedagogical rationales were enabling…
Descriptors: COVID-19, Pandemics, Context Effect, Lecture Method
Peer reviewed Peer reviewed
Direct linkDirect link
Lotte Dyhrberg O'Neill; Ane Qvortrup – International Journal for Academic Development, 2024
Little is known about the use of multipurpose teaching portfolios. In this study we examined teachers' general perceptions of a mandatory and publicly available multipurpose teaching portfolio at a research-intensive university with a survey design and a mixed-method approach. Responses from a representative sample of 384 teachers from the…
Descriptors: Foreign Countries, Higher Education, Portfolios (Background Materials), Teaching Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Mary English; Rachel Plews; Gail Matthews-DeNatale; Nick Wilson; Katherine Simeon; Helen Cheng – International Journal for Academic Development, 2024
This qualitative study examined how seven graduate students became prepared to teach in an unfamiliar online PBL environment through an experiential professional development program. During the 75-hour preparation program, graduate instructors completed readings and practice activities, immersed themselves in the student perspective, and completed…
Descriptors: Experiential Learning, Faculty Development, Teaching Methods, Graduate School Faculty
Peer reviewed Peer reviewed
Direct linkDirect link
Katherine Herbert; Luke van der Laan; P. A. Danaher – International Journal for Academic Development, 2024
The academic voice related to learning and teaching (L&T) professional development (PD) is an important consideration in supporting universities' pursuit of improving their teaching as a core function of their mission. Framed by a typology of L&T PD in Australian universities, this paper reports on a study that investigated academics'…
Descriptors: Foreign Countries, College Instruction, College Faculty, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Xiangyun Du; Youmen Chaaban; Hessa Al-Thani; Adrian Lundberg – International Journal for Academic Development, 2024
This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university's overall strategy. This study explored 30 university teachers' perspectives on the…
Descriptors: Faculty Development, College Faculty, Q Methodology, Student Centered Learning
Peer reviewed Peer reviewed
Direct linkDirect link
McComb, Vivien; Eather, Narelle – International Journal for Academic Development, 2023
There is a need to understand sessional staff experiences of professional development in universities, and as academic developers play a key part in university teaching and learning, they are well placed to provide this insight. The aim of this phenomenological study was to explore academic developers' perceptions of support and development for…
Descriptors: Foreign Countries, Universities, Adjunct Faculty, College Faculty
Peer reviewed Peer reviewed
Direct linkDirect link
Clarke, Marie; Barrett, Terry; Dignam, Barbara Jillian; Galvin, Áine; Hyland, Sheena; Jennings, David – International Journal for Academic Development, 2023
This study explores the perceptions of early career STEM faculty about their teaching contexts and praxis after pursuing an accredited teaching and learning programme in an Irish university. A social realist approach using Archer's morphogenetic framework was employed to facilitate an exploration of their perceptions about teaching and the…
Descriptors: Novices, STEM Education, College Faculty, Praxis
Peer reviewed Peer reviewed
Direct linkDirect link
Ruge, Gesa; Sch?nwetter, Dieter J.; McCormack, Coralie; Kennelly, Robert – International Journal for Academic Development, 2023
This research investigates the value of teaching philosophies (TP) for today's academics and their institutions. It offers a new framework to enhance academic development, personal resilience, and institutional capacity building. Since the 1990s, TPs have been formalised as personally constructed and reflectively written statements of educational…
Descriptors: Educational Philosophy, Capacity Building, Cross Cultural Studies, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Silander, Charlotte; Stigmar, Martin – International Journal for Academic Development, 2023
This article investigates how professional development courses for university teachers are viewed by different stakeholders, specifically students, university teachers, central university management, and the government. The particular focus of the investigation is on the relationship of theory and practice, disciplinary content, and forms of…
Descriptors: College Faculty, Teacher Attitudes, Course Content, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Rodas, Elisabeth L.; Colombo, Laura; Calle, Maria Daniela; Cordero, Guillermo – International Journal for Academic Development, 2023
Scholarly publications are a key component of academics' development in their roles as teachers and researchers. Writing groups seem to be effective to accompany this process as participants share their texts to improve them through peer feedback. To help academic developers in the understanding and implementation of faculty writing groups, a…
Descriptors: Faculty Development, Communities of Practice, Writing Skills, Peer Evaluation
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6