Practising in context: embracing the diversity of academic development practice and scholarship

Academic developers as change agents improving quality in a large interprofessional undergraduate subject

“…Acting as a change agent is emerging as a complex and challenging leadership role which requires ADs to adapt to diverse and evolving disciplinary, institutional, national and global contexts (Gray & Radloff, 2006;Hicks, 2005;Ling & Council of Australian Directors of Academic Development, 2009;Taylor, 2010;Taylor & Schönwetter, 2002). Gosling (2009, p.12) argues that, even when university academic development units (ADUs) have strong relationships with senior academics and adequate resources for their roles, 'a major challenge in achieving the university's goals is more about managing the expectations (sometimes unrealistic) that are placed on the ADU and its developers'.…”

“…Gosling (2009, p.12) argues that, even when university academic development units (ADUs) have strong relationships with senior academics and adequate resources for their roles, 'a major challenge in achieving the university's goals is more about managing the expectations (sometimes unrealistic) that are placed on the ADU and its developers'. The role of ADs varies in different contexts, but it is clear that successful change relies on developing credibility through a deep understanding of academics' communities, sharing challenges and solving problems (Blackmore & Wilson, 2005;Taylor, 2010); helping to improve academics' skills in teaching and assessment and supporting their use of educational technologies (Shephard, 2004). In facilitating change, ADs have to be aware of and sensitive to the changing profile of the academic workforce, academic role stress and change, the changing nature of students, the impact of technology on teaching and learning, teaching and learning in a global context (Ling & Council of Australian Directors of Academic Development, 2009) and lack of time to commit to change (Shephard, 2004).…”

‘Writing my first academic article feels like dancing around naked’: research development for higher education lecturers working in further education colleges

“…Academic developers have repeatedly emphasised the situated nature of their work, and the need to contextualise development initiatives (e.g. Taylor, 2010). HE in FE operates under very different contractual and managerial conditions to traditional HE settings, whereby the HE in FE lecturers are teaching on university accredited courses but contractually employed by an FE college.…”

The ‘messy’ business of academic developers leading other academic developers: critical reflection on a curriculum realignment exercise

“…It can loosely be grouped into the following categories: models, frameworks, and strategies related to ADs and change (Blackmore & Wilson, 2005;Fostaty Young, 2008;Gray & Radloff, 2006); attributes, orientations, roles, and identities of ADs that support different types of change (Land, 2001;Manathunga, 2007;Roxå & Mårtensson, 2008); how ADs work in teams with academics to foster and support change (Shephard, 2004;Spratt, Gilbert, Lueckenhausen, & Roller, 2007); the nature and challenges of different change contexts (Hicks, 2005;Neame, 2012;Rowland, 2007;Taylor, 2010); and evaluations of ADs' impact or effectiveness (Stefani, 2011). To date, there appear to be no studies specifically focusing on ADs as change recipients, nor on ADs conducting change with other ADs in role as change agents and recipients.…”