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Trends in the practices of academic developers: trajectories of higher education?
School of Education, University College Dublin, Dublin, Ireland.
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Department of Education.ORCID-id: 0000-0001-9735-3440
Department of Education, University of Oslo, Oslo, Norway.
Centre for Teaching and Learning, University of Tromsø, Tromsø, Norway.
2018 (engelsk)Inngår i: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 43, nr 12, s. 2336-2353Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995-2015) are interrogated under five themes. These are: a review of reviews, technology and AD work, their status and identity, assessment of AD work and impact, and the leadership roles of ADs and their impact on institutional leadership. Critical to the evolution of their work has been a more mainstream and public contribution. Their emerging responsibilities in collaboration with institutional leaders, as 'brokers' and 'bridge-builders' position them more strategically within institutions - with potential to be compromised in terms of their espoused values and dispositions while potentially more influential in shaping the futures of their organisations.

sted, utgiver, år, opplag, sider
Routledge, 2018. Vol. 43, nr 12, s. 2336-2353
Emneord [en]
Academic development, academic developers, roles and responsibilities, brokers, higher education
HSV kategori
Identifikatorer
URN: urn:nbn:se:oru:diva-70771DOI: 10.1080/03075079.2017.1326026ISI: 000451593300015Scopus ID: 2-s2.0-85019676368OAI: oai:DiVA.org:oru-70771DiVA, id: diva2:1271457
Forskningsfinansiär
The Research Council of Norway, 247645Tilgjengelig fra: 2018-12-17 Laget: 2018-12-17 Sist oppdatert: 2018-12-17bibliografisk kontrollert

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