Excellence is not an island: team-based professional development in Higher Education

Pareja, Eva Francisca Hinojosa; García-Cano, María

doi:10.1080/19415257.2020.1814382

Cited by 8 publications

(5 citation statements)

References 29 publications

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“…Given an increasing need to connect university learning with the community, this finding might add additional insights, for example, regarding the involvement of community partners (cf. Hinojosa-Pareja and García-Cano, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…While some of these impacts are also found in within-institutional projects, certain impacts are more likely achieved through cross-institutional TEPs through public events. However, these projects did not seem to overcome the institutional rigidity reported in Hinojosa-Pareja and García-Cano (2023) since their outcomes are not fully incorporated into the institutional structure or transformed into practices more broadly. More pathways are needed for the project to impact on the departmental system.…”

Section: Discussionmentioning

confidence: 99%

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Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework

Zou,

Hounsell,

Parker

et al. 2023

JPCC

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PurposeThis study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the impact at departmental, institutional and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.Design/methodology/approachA professional capital framework guided the examination of decisional and social capitals at departmental, institutional and cross-institutional levels. A theory-of-change method was adopted to collect data from 35 sets of documents, 22 project members and 65 stakeholders.FindingsThe authors found five forms of impact, showing the development of decisional and social capitals mostly at institutional and cross-institutional levels, whilst signaling the relatively weak impact at departmental levels. Therefore, the values of cross-institutional TEPs have not been fully realized and future endeavors need to better utilize the capitals in programs.Originality/valueFew studies evaluated the impact of large-scale, cross-institutional TEPs. The authors offered new contributions by gauging the impact of these under-explored forms of complex professional collaborations.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework

Zou,

Hounsell,

Parker

et al. 2023

JPCC

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“…Another element of support is organisational and leadership promotion of such academic development: encouraging people to work collaboratively and providing the opportunities and time to do so (Shagrir, 2017). Maintaining excellence in HE initiatives for academic development also needs to consider the mutuality between faculty staff, students but also other external organisations which might closely collaborate on and for teaching delivery (Hinojosa-Pareja and Carcía-Cano, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Collegiality, emotional labour and compassion in the academy: an autoethnographic study of Covid-19

Konstantinou

Miller

2022

QRJ

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PurposeThe paper draws upon autoethnographic accounts from two academic staff in a private higher education institution (HEI) in London, UK who try to make sense of their teaching and learning practices during the pandemic. Even though studies have looked into the impact of Covid-19 on teaching and learning and on students, this paper reflects on the experience of lecturers with a focus on their emotional labour and stressors during remote teaching and working.Design/methodology/approachThis is a small case study of two colleagues from a small private institution in London, UK, which is based on autoethnography. The authors draw on personal notes, emails and other written artefacts alongside our memories of our lived experiences of the pandemic.FindingsThe authors’ reflections focus on the need for institutional collegiality as avenues to network and collaborate beyond institutions which have been limited (despite the increased interactions online) and the need to acknowledge emotional labour while providing spaces for staff to discuss their everyday experiences. The authors argue for a renewed importance for creating a sense of community during times of uncertainty and beyond. If these structures are put into place, the conditions to support teaching and learning will also strengthened.Originality/valueThere is a dearth in research which discusses emotional labour and the importance of community and collegiality on campuses and in the new way of working remotely. This paper adds to the empirical basis of such research and hopes to encourage others to share their experiences of emotional labour in the academy.

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“…This is surprising since interaction between colleagues in the workplace has been considered as an integral aspect of professional development for decades (e.g., Lave & Wenger, 1991;Little, 1993). Recently, there has been a renewed appeal in higher education policy and research for a shift from traditional -individual-focused -practices to professional development as a socially interactive and contextual process (e.g., Benbow & Lee, 2019;Gaebel et al, 2018;Hadar & Brody, 2010;Hinojosa-Pareja & García-Cano, 2020). Correspondingly, this paradigm shift aims to break with the notion of teaching as an isolated practice and instead emphasizes shared responsibility to respond to changing societal demands and educational innovations (Gaebel et al, 2018;Gast et al, 2017;Saroyan & Trigwell, 2015;Taylor & Znajda, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, departmental structures have considerable influence on members' acceptance of change initiatives, such as curriculum reform (Quinlan & Åkerlind, 2000;Wieman, 2010). While researchers are increasingly focusing on team-based professional development activities in higher education (e.g., Bolander Laksov et al, 2020;Gast et al, 2017;Hinojosa-Pareja & García-Cano, 2020;Quardokus & Henderson, 2015), collaboration on the department level as a focus of professional learning is largely missing in the higher education literature (Katajuvuori et al, 2019;Vangrieken et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The development of university teachers’ collaboration networks during a departmental professional development project

Noben

Brouwer

Deinum

et al. 2022

Teaching and Teacher Education

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Excellence is not an island: team-based professional development in Higher Education

Cited by 8 publications

References 29 publications

Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework

Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework

Collegiality, emotional labour and compassion in the academy: an autoethnographic study of Covid-19

The development of university teachers’ collaboration networks during a departmental professional development project

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