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ERIC Number: EJ1439677
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-144X
EISSN: EISSN-1470-1324
Towards a Conceptual Framework of Professional Development: A Phenomenographic Study of Academics' Mindsets in a Business School
Dewa Wardak; Elaine Huber; Sandris Zeivots
International Journal for Academic Development, v29 n3 p337-352 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 approaches. Few phenomenographic studies have investigated academics' conceptions of professional development. Our study asked business academics a typical phenomenographic question: what does professional learning and development mean to you? Our participants conceptualised it in four qualitatively different ways: continual growth mindset; student-centric mindset; knowledge-sharing mindset; and purpose-oriented mindset. We discuss the implications of these mindsets for designing professional development in higher education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A