Institutional approaches to curriculum development often privilege outcome over process. This paper explores the use of an adapted Change Academy approach, originally developed for teams from different institutions, to supporting teams from different disciplines within the same institution. The approach was evaluated through analysis of the…

Educational developers play a critical role as change agents and facilitators of curriculum development initiatives. This reflection explores factors that enable and limit curriculum development initiatives as experienced by a group of educational developers working in different university contexts in Canada. By highlighting aspects of our…

In a multidisciplinary Faculty Learning Community focussed on exploring threshold concepts and bottlenecks in learning, care emerged as an unanticipated dimension to our work, transforming the ways we view teaching, learning, our disciplines, and educational development. In this piece, we reflect on the types of care that emerged and consider…

The paper provides an analysis of the concepts of agency, compliance, and resistance, drawing on evidence provided in the Belgian, Norwegian, and Polish cases in this Special Issue, as well as the Canadian context. Using the Cultural Historical Activity Theory framework as a lens, it highlights conditions that foster agency, those that may invoke…

The literature on educational peer review (EPR) has focused on evaluating EPR's impact on faculty and/or student learning outcomes; no literature exists on the potential organizational impact. A qualitative (case study) research design explored perceptions of 17 faculty and 10 administrators within a school of nursing in an Ontario university…

This study focuses on an examination of mentoring SoTL research from the 10-year implementation of an 8-month mixed-mode international faculty certificate program on SoTL leadership at the University of British Columbia, Canada. Data suggest that faculty members, especially those unfamiliar with social science methodologies, experienced…

The purpose of this study was to better identify directions for addressing the needs of academics in institutions of higher education who teach technologically-mediated, distance-delivered courses. This single-case study aimed to examine the factor structure of a 16-item survey. The data for this study were drawn from a larger survey which…

This paper explores tensions between individual desires to enact the work of academic development practice in ways that foster authenticity, and the pressure to fabricate proper identities in the service of the performative university. Through auto-ethnographic inquiry, three academic developers together ask, "How are we and our practices…

Reflection has become a buzzword in the education literature. Differences in the conceptualizations of reflection underlying different studies and lack of theorizing over how these frameworks relate to one another, however, can diminish the contributions such studies can make to our understanding of educational development in higher education.…

The purpose of this article is to provide a critical review of the motivating factors, processes and outcomes pertaining to learning-centred curriculum reform in higher education. A case study example is provided from the Faculty of Pharmaceutical Sciences at the University of British Columbia. Although academic units on university campuses tend…