Research Output
Fresh thinking about academic development: authentic, transformative, disruptive?
  We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal secondment of faculty to ADUs. We report our findings from a sector-wide survey of Scottish higher education institutions and a series of in-depth interviews with secondees and their managers in two Scottish universities. We recommend further investigations to identify new ways of enacting authentic, practice-based, transformative, and disruptive academic development

  • Type:

    Article

  • Date:

    31 December 2015

  • Publication Status:

    Published

  • Publisher

    Taylor & Francis

  • DOI:

    10.1080/1360144X.2015.1083866

  • ISSN:

    1360-144X

  • Library of Congress:

    LB2300 Higher Education

  • Dewey Decimal Classification:

    378 Higher education

Citation

Loads, D., & Campbell, F. (2015). Fresh thinking about academic development: authentic, transformative, disruptive?. International Journal for Academic Development, 20, 355-369. https://doi.org/10.1080/1360144X.2015.1083866

Authors

Keywords

Academic development; internal secondment; authentic; disruptive; transformative;

Monthly Views:

Available Documents