Holistic academic development: Is it time to think more broadly about the academic development project?

Failure as a catalyst for learning: towards deliberate reflection in academic development work

“…Failures are also discussed in the contributions at the organisational or systems level, such as a destructive work environment, failure of organisational change, or failure to create an inclusive institutional culture. Subsequently, failure can act as a catalyst for learning and development and may become part of the creative processes involved in academic development, thereby contributing to a more holistic academic (Sutherland, 2018) as well as organisational development. The contributions use a broad palette of methods for illustrating how failure is approached, including two case studies, a selfstudy, a narrative study, an interview study, and a survey.…”

Being and becoming in academic development: enduring questions, new contexts

“…Although Land's orientations explicitly 'do not relate to developers' personal characteristics' (p. 4), a growing number of scholars have recently begun to explore how personal identities influence ways of being and becoming in the field (Gravett, 2017;Kinash & Wood, 2013;Little, Green, & Felten, 2019). The challenges of being and becoming will surely continue to resonate into the future of academic development as it evolves in ways that render it even more multi-faceted, holistic, strategic, and contextual (Gibbs, 2013;Sutherland, 2018).…”

A holistic assessment of the responsibilities and areas of support of engineering faculty

“…Faculty responsibilities can vary tremendously, even within a single institution. While most faculty are responsible for teaching, many also engage in activities relating to research and service to the university and the broader disciplinary field (Rosser & Tabata, 2010;Sutherland, 2018). Faculty are addressing multiple competing requests for their time and effort to meet all their responsibilities and develop themselves in their professional trajectory.…”

“…However, professional development opportunities (generally termed faculty development or academic development) tend to focus primarily on teaching. To support optimal professional development and career advancement, institutions should consider a holistic approach that supports the full range of responsibilities (Åkerlind, 2005;Boud & Brew, 2013;Sutherland, 2018;Whittaker & Montgomery, 2014). Each area of job responsibilities influences the other, as faculty determine how they will spend their time and prioritize responsibilities (O'Meara, 2016).…”

“…Also, focusing on one area might leave other areas with fewer opportunities for directed improvement. While academic developers and scholars internationally have been promoting a more holistic approach to academic development, Sutherland (2018) notes that the different faculty work responsibilities are becoming more separate instead of being supported holistically. Here, when we refer to a holistic perspective, we are thinking about the 'whole of the academic role' including not only teaching, but 'research, service, administration, and leadership' (Sutherland, 2018).…”