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Showing 1 to 15 of 21 results Save | Export
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Adiningrum, Tatum; Sturm, Sean; Kensington-Miller, Barbara – International Journal for Academic Development, 2019
Employing part-time and casual academics is now a widely accepted practice in higher education globally. We explored the issue of the identity of part-time academics in Indonesian higher education through interviews with 14 part-time and 11 full-time academics. Both groups identified more strongly with their teaching roles than with other roles.…
Descriptors: Foreign Countries, College Faculty, Part Time Faculty, Teacher Attitudes
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Omingo, Mary – International Journal for Academic Development, 2019
Lecturers may be exposed to the same Academic Development Programme but their course of action at personal and professional level vary. In this paper, I analyze the lecturers' contribution in shaping their learning to teach. I interviewed twenty-five lecturers in four private universities in Kenya using semi-structured interviews. The analysis…
Descriptors: Foreign Countries, College Faculty, Faculty Development, Teacher Education
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Pelger, Susanne; Larsson, Maria – International Journal for Academic Development, 2018
This study explores the impact academic teachers' writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced…
Descriptors: Scholarship, Instruction, Learning, College Faculty
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Englund, Claire; Price, Linda – International Journal for Academic Development, 2018
To cope with the rapidly changing higher education climate, teachers need agency to act proactively in initiating and steering changes in practice. This paper describes an academic development activity in the form of a Change Laboratory, an intervention method based on Cultural-Historical Activity Theory, to facilitate agency among teachers. The…
Descriptors: Higher Education, Teaching Methods, College Faculty, Sustainable Development
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Malfroy, Janne; Willis, Karen – International Journal for Academic Development, 2018
The current focus on identifying criteria for academic teaching practice is influencing performance goals for teaching academics. This has produced a strong imperative to engage with the scholarship of teaching and learning; however, it is not always clear how teaching academics continue to build capacity to do this during their academic career.…
Descriptors: Foreign Countries, Scholarship, Instruction, Learning
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Smart, Fiona; Loads, Daphne – International Journal for Academic Development, 2017
As pressures on new academic staff members increase and change, academic developers need to find different ways of working with them. This paper offers for discussion a new way of supporting early career academics in their negotiation of liminality, the betwixt and between space separating old and new roles. We call this innovative approach…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Innovation, Models
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Jawitz, Jeff; Perez, Teresa – International Journal for Academic Development, 2016
It is often assumed that academics working in a research intensive university are unlikely to invest in the professional development of their teaching. Institutional structures and culture tend to undermine investment in academics' teaching role. This study, conducted at the University of Cape Town, draws on an analysis of the environment within…
Descriptors: Research Universities, Decision Making, College Faculty, Professional Identity
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Bergmark, Ulrika; Westman, Susanne – International Journal for Academic Development, 2016
This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable,…
Descriptors: Foreign Countries, Undergraduate Study, Undergraduate Students, Teacher Education
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Knewstubb, Bernadette; Ruth, Alison – International Journal for Academic Development, 2015
Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding…
Descriptors: College Graduates, Educational Objectives, College Curriculum, Intellectual Disciplines
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Kensington-Miller, Barbara; Renc-Roe, Joanna; Morón-García, Susan – International Journal for Academic Development, 2015
This paper builds on discussions of academic developers' identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and…
Descriptors: College Faculty, Research Universities, Educational Development, Professional Identity
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Chadha, Deesha; Sato, Hiroaki – International Journal for Academic Development, 2015
In 2004, Ray Land produced extensive literature on the 12 orientations of academic developers. These orientations provided academic developers with a useful tool through which they have been able to better articulate their roles and their place in academia. We have used the orientations model to establish, compare, and contrast the identity of…
Descriptors: Cultural Background, Foreign Countries, Self Concept, Research Universities
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Matthews, Kelly E.; Lodge, Jason M.; Bosanquet, Agnes – International Journal for Academic Development, 2014
Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the "true scholar" versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the…
Descriptors: Foreign Countries, Beginning Teachers, Faculty Development, Scholarship
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Cook-Sather, Alison – International Journal for Academic Development, 2014
Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College's SaLT program pairs faculty members and undergraduate students in explorations of pedagogical practice. The program provides both context and case study for…
Descriptors: Teacher Student Relationship, Educational Practices, Best Practices, Undergraduate Students
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Nevgi, Anne; Löfström, Erika – International Journal for Academic Development, 2014
Academics' teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as…
Descriptors: Visualization, College Faculty, Professional Identity, Freehand Drawing
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Kinash, Shelley; Wood, Kayleen – International Journal for Academic Development, 2013
This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to…
Descriptors: Higher Education, Faculty Development, Self Concept, Attribution Theory
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