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Showing 106 to 120 of 490 results Save | Export
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Carter, Susan; Sturm, Sean; Manalo, Emmanuel – International Journal for Academic Development, 2021
One way to support academics as whole people is to address the psychology of success and failure in academic work. Despite their success in securing doctorates and academic positions, academics often feel like imposters. The current neoliberal audit culture reinforces this sense by demanding more and more of them in terms of outputs that are…
Descriptors: College Faculty, Success, Failure, Faculty Development
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Lisewski, Bernard – International Journal for Academic Development, 2021
This paper describes the Teaching and Learning Regime concept, situating it within top-down university policy implementation and its possible interactions, with bottom-up disciplinary cultures. It argues that top-down policy implementation needs to acknowledge the importance of disciplinary practice architectures and the enablements and…
Descriptors: Universities, Educational Practices, School Policy, Intellectual Disciplines
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Hervas, Gabriel; Medina, José Luis – International Journal for Academic Development, 2021
Lesson study is a collaborative practice recognised as a useful approach for teachers' learning; however, we barely find studies analysing this practice among higher education faculty members. This research studies the content of their conversations to reveal the learning opportunities that lesson study opens. Content analysis shows that the…
Descriptors: Teacher Collaboration, College Faculty, Faculty Development, Educational Opportunities
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Mooney, Julie A.; Miller-Young, Janice – International Journal for Academic Development, 2021
Drawing on the qualitative research interview, the authors propose the Educational Development Interview is an important but understudied form of significant conversation and educational development practice. By summarizing types of interviews from educational development literature, and describing our recent use of interviews for producing videos…
Descriptors: Educational Development, Higher Education, Teaching Methods, Learning Processes
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Iqbal, Isabeau; Vigna, John – International Journal for Academic Development, 2021
Having collaborated closely on a project we dubbed the 'peer review of teaching marathon,' we reflect on the role of care in opening up conversations about teaching and learning. We posit that care, through collaboration, lays a foundation for trust in higher education. Trust, in turn, invites us to be open to new ideas, to be kind and have…
Descriptors: Caring, Trust (Psychology), Peer Evaluation, College Faculty
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Stacey, Pamela; Chan, KinHo – International Journal for Academic Development, 2021
Co-teaching and student-faculty partnerships are two approaches that independently facilitate significant conversations about teaching and learning. Written reflections from a module involving both approaches suggest that these conversations took place not only backstage (between co-teachers), but also on the front stage (with student partners).…
Descriptors: Team Teaching, Teacher Student Relationship, Partnerships in Education, Decision Making
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Soomere, Triinu; Karm, Mari – International Journal for Academic Development, 2021
Both formal and informal learning activities contribute to learning about teaching. Formal learning occurs during pedagogical courses and may change teachers' approaches to teaching. Informal learning in the form of conversations can also foster learning about teaching. This qualitative study explored the significance of a formal pedagogical…
Descriptors: Doctoral Students, Informal Education, Peer Relationship, Student Attitudes
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Thomson, Kate Eileen; Barrie, Simon – International Journal for Academic Development, 2021
Talking about teaching with colleagues is one way that academics learn about university teaching. In contexts that offer inconsistent support for teaching, what influences conversations? This study investigated mid-career academics' conversations at an Australian research-intensive university. Twenty-four academics were interviewed and the…
Descriptors: Interpersonal Communication, College Faculty, Faculty Development, Collegiality
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Cook-Sather, Alison; Hong, Emily; Moss, Tamarah; Williamson, Adam – International Journal for Academic Development, 2021
Faculty-faculty conversations and student-faculty conversations typically unfold as separate forms of faculty learning. We present an approach to new faculty development through which faculty-faculty conversations in pedagogy seminars overlap with student-faculty conversations in pedagogical partnerships. Writing as three new faculty members and…
Descriptors: Teacher Attitudes, Professional Autonomy, Trust (Psychology), Interprofessional Relationship
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Simon, Eszter; Pleschová, Gabriela – International Journal for Academic Development, 2021
This study explores how trusting relationships between PhD students and their significant others contribute to the success of academic development programs, and how these programs affect trust in significant others. It introduces a definition of trust and distrust in academic development as synthesized from trust research in other disciplines. The…
Descriptors: Doctoral Students, Trust (Psychology), Interpersonal Relationship, Dialogs (Language)
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Dorner, Helga; Belic, Jelena – International Journal for Academic Development, 2021
This paper explores how conversations among academics in a particular institutional context evolve, starting from the individual development of teachers and shifting in focus to institutional development. Results of our basic survey (N = 55) and semi-structured interviews with teachers (N = 13) who participated in lunch-time conversations on…
Descriptors: Dialogs (Language), College Faculty, Evolution, Faculty Development
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Ndlovu, Nokukhanya; Msiza, Vusi; Mbatha, Nosipho – International Journal for Academic Development, 2021
Early career academics (ECAs) face multiple academic challenges as many assume their duties with little or no experience of the work employed. Formal organizational structures within the university space may set programs to assimilate and assert them into their responsibilities gradually. However, where do ECAs retreat to when the hierarchical and…
Descriptors: Beginning Teachers, Faculty Development, Dialogs (Language), Foreign Countries
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Spitzner, Dan J.; Meixner, Cara – International Journal for Academic Development, 2021
This article features a collaborative autoethnography of its two authors: we are instructors, also life partners, whose teaching of statistics has been transformed through significant, intimate conversations. We implemented the collaborative autoethnography within an integrated theoretical framework, designed to underpin the function of…
Descriptors: College Faculty, Statistics Education, Dialogs (Language), Interpersonal Relationship
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Boschman, Siscoe; Craig-Morton, Heather; McGlashan, Alexander; Schachtschneider, Carrie; Steele, Jodi; Weaver, Adam; Wilson, Mary – International Journal for Academic Development, 2021
This article explores efforts to stimulate significant conversations through a Scholarship of Teaching and Learning (SoTL) Community of Practice (CoP) amongst a diverse group of professors and professional staff in a College of Applied Arts and Technology in Ontario, Canada. Participants share their reflections on the formation of significant…
Descriptors: Scholarship, Instruction, Learning, Communities of Practice
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Gachago, Daniela; Cruz, Laura; Belford, Cheryl; Livingston, Candice; Morkel, Jolanda; Patnaik, Sweta; Swartz, Bronwyn – International Journal for Academic Development, 2021
Research on communities of practice suggests that such groups can be used to support academic staff development, especially during times of crisis. We explore how a group of South African women academics and 'eLearning champions' engaged in a mobile community of practice under COVID-19 conditions. Our analysis of WhatsApp chat histories and focus…
Descriptors: Communities of Practice, COVID-19, Pandemics, Computer Mediated Communication
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