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One or two ‘I’s in development: ‘individual’ and/or ‘institutional’?

One or two ‘I’s in development: ‘individual’ and/or ‘institutional’?. Dr Saranne Weller King’s Learning Institute. Individual. Institutional. Reflective practice. Specific/disciplinary. Evidence-based practice. Generic/interdisciplinary. Undergraduate . Academic Development. Teaching.

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One or two ‘I’s in development: ‘individual’ and/or ‘institutional’?

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  1. One or two ‘I’s in development: ‘individual’ and/or ‘institutional’? Dr Saranne Weller King’s Learning Institute

  2. Individual Institutional Reflective practice Specific/disciplinary Evidence-based practice Generic/interdisciplinary Undergraduate Academic Development Teaching Postgraduate Research Local needs Traditional/mono-cultural National framework Non-traditional/intercultural Enhancement Assurance

  3. HE teaching qualifications “It will be a condition...that institutions require all new academics with teaching responsibilities to undertake a teaching training qualification accredited by the HE Academy” Browne Report (2010)

  4. Focus of academic development • “romantic” or “reflective practitioner” orientations (Land, 2001) • “shifted from work with individuals to more strategic change management initiatives” (Clegg, 2009) • underlying principle - reflective practice (Kandlbinder & Peseta, 2009)

  5. Challenges • Potential limited impact of individual-focused academic development • Transformation of academic identity & role in contemporary HE • Disengagement from professional development at mid-career & beyond

  6. Senior Officers Heads of Department / School “New” lecturers

  7. Emergence of “third space professionals” (Whitchurch, 2008) Traditional tripartite “all-round” academic role is “unbundling” with greater role specialisation (Macfarlane, 2011)

  8. Postgraduate Certificate in Academic Practice Enquiry-led programme Bamber et al. (2006)

  9. Collaborative approaches • “integration of [...] development into an existing setting” (Stes et al., 2007) • Collaborative/peer focus in: • Teaching (Byrne et al., 2010) • Assessment (Hughes, 2009) • Curriculum (Zeigenfuss & Lawler, 2008)

  10. The value of the “peer”? “a narrow definition of ‘peer’ can be a tendency to reinforce the reproduction of the traditional values and practices of the group [...] it is necessary to find social groupings that will assist the process of transformation rather than reproduction without sacrificing or threatening individual identity” Gosling (2005)

  11. Implementation • Project- or enquiry-based focus for enhancement • Flexible structure recognising individual experience & reactive to institutional agenda • Group rather than individual level assessment • Shift of focus from teaching to collaborative curriculum enhancement • Systematic evaluation of long-term impact

  12. Questions • Are teaching qualifications a “private” or a “public” good? • How do we integrate individual excellence into sustainable institutional excellence? • Do teaching qualifications have a normative or transformative function in institutions?

  13. References • Bamber, V., Walsh, L., Juwah, C. & Ross, D. (2006). New lecturer development programmes: a case study of Scottish higher education institutions. Teacher Development, 10(2): 207-213. • Byrne, J., Brown, H. & Challen, D. (2010). Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development, 15 (3): 215-228. • Betts, J. (2004) Theology, therapy or picket line? What’s the ‘good’ of reflective practice in management education, Reflective Practice, 5(2): 239-251. • Clegg, S (2009) Forms of knowing and academic development practice, Studies in Higher Education, 403-416. • D. Gosling (2005) Peer Observation of Teaching SEDA Paper 118 (London, SEDA)

  14. References (cont.) • Hughes, C. (2009) Framing the activities of institutions and academic developments units in support of assessment, Innovations in Education and Teaching International, 46(2): 123-133. • Kandlbinder, P. & Peseta, T. (2009) Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and United Kingdom, International Journal for Academic Development, 14(1): 19-31. • Land, R. (2001) Agency, context and change in academic development, International Journal for Academic Development, 6(1): 4-20. • Macfarlane, B. (2011) The morphing of academic practice: Unbundling and the rise of the para-academic, Higher Education Quarterly, 65(1): 59-73 • Pill, A. (2005) Models of professional development in the education and practice of new teachers in higher education, Teaching in Higher Education, 10(2): 175-188.

  15. References (cont.) • Quinn, L. (2011) Understanding resistance: an analysis of discourses in academic staff development, Studies in Higher Education, iFirst Article, 1-15. • Stes, A., Clement, M. & van Petegem, P. (2007) The effectiveness of a faculty training programme: Long term and institutional impact. International Journal for Academic Development, 12(2): 99-109. • Whitchurch, C. (2009) Shifting identities and blurring boundaries: the emergence of third space professionals in UK higher education, Higher Education Quarterly, 62(4): 377-396. • Zeigenfuss, D.H. & Lawler, P. (2008). Collaborative course design: changing the process, acknowledging the context, and implications for academic development. International Journal for Academic Development, 13(3): 151-160.

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