Academic developers developing: aspects of an expanding lifeworld

Abstract

This text discusses the professional development of academic developers. It is based on the authors' reflections and observations in the context of a semi-formal programme, Strategic Academic Development, held for academic developers in different regions of the world. Most recently the programme participants were academic developers in Singapore. In this text, we as authors share what we notice as similar traits and common patterns across contexts when academic developers develop professionally and their 'lifeworld' changes. Five dimensions are highlighted: expanding horizons; widening orientations; intensified focus on 'the others'; using and/or producing research; and finally, the frames within which academic developers work.

“Because more trust now”: The Role of Peer Observation of Teaching in Building a Faculty Community of Practice

“…Adding to the discussion of continuous scholarly development is faculty developers' identity. Mårtensson & Roxå (2021) posited that faculty developers' academic identity, primarily defined by their research and practice, is often ambiguous, one that is between two fields-their academic specialization and the field of faculty development. However, participant's responses did not show ambiguity of role in this study; all identified themselves as a facilitator or faculty member of the unit.…”

“…While developers' pedagogical knowledge and presentation skills are explicitly seen through PD events such as workshops and consultations, their own academic development is not often considered. Aspects such as continuous pedagogical learning, collegial relationships, and the individual developer's dual roles as both disciplinespecific academician and teaching and learning facilitator/ consultant (Mårtensson & Roxå, 2021) can significantly affect these educators and their communities. However, the faculty development community is not a common research focus as "there are comparatively fewer contributions on how we [academic developers] develop the knowledge and skills for the practice we engage in" (Mårtensson & Roxå, 2021, pp.…”

“…405-406). Indeed, it is suggested by scholars that developers' perceptions and practices are underrepresented in the educational literature (Baker et al, 2018;Mårtensson & Roxå, 2021). Yet, as the main source of teaching and learning in their institutions, their perspectives as individuals and as members of their academic communities are vital to higher education research.…”

“…Yet, as the main source of teaching and learning in their institutions, their perspectives as individuals and as members of their academic communities are vital to higher education research. Mårtensson and Roxå (2021) emphasize the importance of not only developing the wider faculty development community of practice but also progressing the individual developer and community at the micro-level. A community of practice (Lave & Wenger, 1991) or CoP is defined by Eckert (2006) as "a collection of people who engage on an ongoing basis in some common endeavor" (p. 1).…”

Revisiting online academic networks within the COVID-19 pandemic – From the intellectual capital of knowledge networks towards institutional knowledge capitalization

“…In this vein, the university's mission of teaching, research, and service should foster academic and social networks so that the speed of knowledge sharing, and exchange is increased (Elezi andBamber, 2018a, b, 2022;V at am anescu et al, 2018a). The university's management should highlight the benefits of knowledge sharing at different levels and stress the importance of online academic networks for academics to develop connections, to improve self-promotion or experience growth in their research and teaching activities, guaranteeing a constant flow of innovation, and shaping the respective university into a real learning organization (M artensson and Rox a, 2021).…”