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Professional development for university academics in a changing context. Geoffrey Crisp HERDSA President ALTC National Fellow. Adelaide Australia. Adelaide, Australia. University of Adelaide. Higher Education context.

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professional development for university academics in a changing context

Professional development for university academics in a changing context

Geoffrey Crisp

HERDSA President

ALTC National Fellow

higher education context
Higher Education context
  • David Gosling article in SEDA’s (Staff and Educational Development Association) Educational Development on Post Graduate Certificates in Higher Education (PgCerts) become mandatory for many new university academics in the UK
  • UK particularly proactive in having policies requiring completion of a PgCert for tenure
  • Australian universities would have a mandatory professional development requirement for new academics but only a small number have made completion of the PgCert a requirement for tenure
higher education context1
Higher Education context
  • Australian universities usually provide free or subsidised access to PgCerts to a limited number of their own academics
  • Mandatory professional development for new academics, in the Netherlands, Norway, Sweden, Japan and Sri Lanka; whereas other countries, such as the USA, have been reluctant to move down this path
  • In the USA, more significant emphasis is placed on the professional development of Graduate Teaching Assistants (GTAs) rather than newly appointed faculty
higher education context2
Higher Education context
  • Move towards embedding mandatory professional development for faculty probably more to do with government regulatory requirements, rather than a recognition of the inherent merits of PgCert programs
  • Nature of PgCert programs can vary between countries and between institutions
  • In UK SEDA plays a key role in maintaining standards around these programs through a formal recognition process
  • Professional Development Framework provides recognition for the programs of UK universities
higher education context3
Higher Education context
  • Move to mandating professional training in educational practice through PgCerts is a recognition that completing a PhD in a core discipline and undertaking discipline-based research is not necessarily the most appropriate training for teaching
  • The issue of standards and the quality of teaching in universities is a controversial topic
  • How is teaching quality measured in universities and what would an acceptable standard of educational practice look like in each discipline?
higher education context4
Higher Education context
  • In Australia, the Australian Learning and Teaching Council (ALTC) has project to define academic standards in the disciplines in preparation for the work of the Tertiary Education Quality and Standards Agency
  • ALTC has already sponsored a major project on Teaching Quality Indicators and the project proposed a set of indicators for recognising and rewarding quality teaching
higher education context5
Higher Education context
  • Student feedback used as a proxy measure of teaching quality
  • Some institutions have reworded their policy on student feedback to emphasise they measure students’ perceptions or experiences rather than evaluation
  • What improves the student experience?
slide11

What type of pedagogical learning space?

Laurentius de Voltolina 14th century lecture

The Yorck Project: 10.000 Meisterwerke der Malerei. DVD-ROM, 2002. ISBN 3936122202

queen s university kingston ca
Queen’s University, Kingston CA

Beamish-Munro Hall, Queen's University

Integrated Learning Centre

http://livebuilding.queensu.ca

slide15

http://www.tltgroup.org/Facilities/Activities-TOC.htm

  • enable ready use of computing/connectivity
  • enable learner or teacher to discover, import and display information easily, including the ability for a student in a large class to interact with the presentation
  • enable participants to interact with each other
slide16

http://www.tltgroup.org/Facilities/Activities-TOC.htm

  • enable teacher to record patterns in student thinking in order to adjust instruction
  • enable participants toreview previous classroom communication
  • enable the use of outside experts
  • enable students to use one another as learning resources
authentic learning and assessment
Authentic learning and assessment

http://www.nasaimages.org/luna/servlet/detail/nasaNAS~9~9~58363~162207:

peer review of teaching
Peer Review of teaching
  • Peer evaluation has become more popular, but mostly for formative purposes
  • The main issues still preventing use of summative peer review include training for peer reviewers and the workload issues for both reviewer and reviewed

http://www.adelaide.edu.au/clpd/peerreview

peer review and promotion
Peer review and promotion

Internal Peer Review

peer review and promotion1
Peer review and promotion

External Peer Review

purpose of higher education institutions
Purpose of higher education institutions
  • Williams and Filippakou (2010) have posited that mass higher education has moved away from the historical role of fostering the “symbolic capital associated with elite membership” towards a more pluralistic view where institutional missions are varied
  • newer universities embraced the diversity

agenda from their inception

http://4.bp.blogspot.com/_hBiBaUg_1rA/SJTQE0ymK7I/AAAAAAAABxI/OIKhMiaaQ2E/s400/confusing_signs2.jpg

purpose of higher education institutions1
Purpose of higher education institutions

Academics have played both active and passive parts in this evolutionary journey, depending on their discipline and particular institutional history

http://media.economist.com/images/20050910/3705SU1.jpgTitle

purpose of higher education institutions2
Purpose of higher education institutions
  • In UK recently the trend has been for more diversification with the Russell Group of institutions dominating the Who’s Who list
  • one occupation group that significantly broadened its educational base was politicians
    • this will likely have a significant impact

on university priorities and student

recruitment practices over time as

political representatives from diverse

backgrounds begin to influence

government policy and funding for

higher education

http://blog.newsweek.com/blogs/current/archive/2008/04/20/catfighting-from-on-high.aspx

are conceptions about the purpose of universities different in different countries
Are conceptions about the purpose of universities different in different countries?
  • Cheung and Chan (2010) have used Hofstede’s cultural dimensions to examine whether there were any quantitative differences between geographic regions in their use of education as a response to the demands of an increasingly competitive global economy
  • Power Distance Index (PDI, related to human inequality), Individualism (IDV, relationship between the individual and the collective), Masculinity (MAS) and the Uncertainty Avoidance Index (UAI, level of tolerance for uncertainty, ambiguity and unstructured situations within a society)
hofstede correlations from cheung and chan 2010
Hofstede correlations from Cheung and Chan (2010)

Table Hofstede correlations from Cheung and Chan (2010)

are conceptions about the purpose of universities different in different countries1
Are conceptions about the purpose of universities different in different countries?
  • Cheung and Chan (2010) concluded that dimensions such as university education and knowledge transfer could be significantly explained by a combination of Hofstede’s PDI and UAI dimensions
  • Power Distance Index (PDI, related to human inequality)
  • Avoidance Index (UAI, level of tolerance for uncertainty ambiguity and unstructured situations within a society)
are conceptions about the purpose of universities different in different countries2
Are conceptions about the purpose of universities different in different countries?
  • there was an overall negative relationship between PDI and university education and knowledge transfer in relation to impact on national competitiveness
  • regions where there was less inequality and more tolerance for ambiguity (as defined by Hofstede) had higher impact factors for university education and

knowledge transfer in relation to national

competiveness

http://ddeubel.edublogs.org/2008/12/10/top-5-warning-signs-the-teacher-isnt-yet-a-teacher/

academic practice
Academic practice
  • in Australia, the recent Bradley review of higher education indicated that universities should be engaging in activities that promote a “civil and just society”
  • proposed that increasing the overall participation rate in higher education would be in the public good, as well as assisting in economic development
academic practice1
Academic practice
  • individual faculty have little control over who is allowed to come to their university
  • individual faculty can have a profound effect on the success rate of students once they are enrolled in universities
  • issue for faculty development programs is how

will it assist faculty to achieve

productive outcomes for

students when participation is

on a wider scale?

role for faculty development
Role for Faculty development?
  • should academic practice, as reified in the discipline context, be aligned with national agendas and priorities?
  • do the scholarly activities we undertake as faculty members reflect the role of universities being for the public good or do they reflect a privileging of that role being for the enhancement of the individual?
professional organisations in australia
Professional Organisations in Australia
  • Higher Education Research and Development Society of Australasia (HERDSA)

http://www.herdsa.org.au/

  • Council of Australian Directors of Academic Development

(CADAD)

http://www.cadad.edu.au/

  • Australasian Council on Open, Distance and E-Learning (ACODE)

http://www.acode.edu.au/

  • Australian Learning and Teaching Council (ALTC)

http://www.altc.edu.au/

role for herdsa
Role for HERDSA

HERDSA is a scholarly society for people committed to the advancement of higher and tertiary education. It promotes the development of higher education policy, practice and the study of teaching and learning.

benchmarking faculty development centres
Benchmarking Faculty Development Centres

CADAD project – adopted for University of Adelaide

Engagement with our Centre Staff

Modifying for local context

Self-audit

External partners

Practical purposes

34

engagement with our centre staff
Engagement with our Centre Staff

Preliminary meeting to discuss why we should be involved

Half-day workshop session to discuss concerns and come to common understanding

Centre areas start filling in their sections

Documenting concerns, confusions

Change document in response to feedback

Another half-day workshop session to finalise document

Centre areas complete their sections

18/09/2014

35

slide36

KEY PERFORMANCE INDICATORS FOR ACADEMIC DEVELOPMENT UNITS

UNIVERSITY OF ADELAIDE CLPD VERSION 2007-2009

INTRODUCTION

18/09/2014

36

slide37

KEY PERFORMANCE INDICATORS FOR ACADEMIC DEVELOPMENT UNITS

UNIVERSITY OF ADELAIDE CLPD VERSION 2007-2009

INTRODUCTION

18/09/2014

self audit
Self-audit

Good opportunity for internal review of practices

Identify gaps in services or engagement

38

slide39

DOMAINS, SUB-DOMAINS, KEY PERFORMANCE INDICATORS AND BENCHMARKS FOR CLPD UNIVERSITY OF ADELAIDE FOR PERIOD 2007-2009

DOMAIN 1: STRATEGY, POLICY AND GOVERNANCE

Sub-domain 1.1: Strategic Advice

KPI: Advice to senior staff about the operating environment for learning and teaching

slide40

DOMAINS, SUB-DOMAINS, KEY PERFORMANCE INDICATORS AND BENCHMARKS FOR CLPD UNIVERSITY OF ADELAIDE FOR PERIOD 2007-2009

DOMAIN 1: STRATEGY, POLICY AND GOVERNANCE

Sub-domain 1.1: Strategic Advice

KPI: Advice to senior staff about the operating environment for learning and teaching

practical purposes
Practical purposes

Your own staff need to see a point in the activity

It should lead to internal improvements

41