Teaching development leaders’ characteristics and experiences of success in research-focused universities: narratives of constraint and growth

Holmes, Jason Edward; Cowley, Summer Juliet

doi:10.1080/0309877x.2018.1529741

Cited by 5 publications

(5 citation statements)

References 30 publications

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“…Writing in this journal, Kanuka, Holmes, and Cowley (2020) provide a recent example of the way in which contexts can be explicitly taken into account, theorised and analysed. Another option would be to control for contextual factors, i.e.…”

Section: Discussionmentioning

confidence: 99%

“…The publications discussed below are a result of this process which clearly has limitations as the examples were specifically selected to illustrate our observations. Kanuka, Holmes, and Cowley (2020) note that research on teaching development has been dominated by studies conducted in the United Kingdom and Australia. Parsons et al's (2012) review describes studies of teaching development programmes as frequently small scale and focused on individual programmes at a specific point in time.…”

Section: Key Contextual Differencesmentioning

confidence: 99%

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The importance of national and institutional context: implications for research on teaching development programmes

Reimann

Fabriz

Hansen

2020

Journal of Further and Higher Education

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This paper offers reflections on the role of context for teaching development programmes, stimulated by participating in European staff mobility. It is presented in two parts. Part 1 discusses the differences between the national and institutional contexts encountered during a UK-German partnership, as case studies of the varying contexts in which such programmes are situated. The following differences emerged as crucial: whether programmes were compulsory, credit-bearing, formally assessed, and located in a teaching or research-focused institutional environment. Part 2 uses selected publications as exemplars to explore the extremely variable ways in which context features in research on teaching development programmes. With reference to theorisations of context, it is concluded that future research should more explicitly consider the varying contexts of teaching development programmes and investigate a wider range of national and institutional contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Key Contextual Differencesmentioning

confidence: 99%

The importance of national and institutional context: implications for research on teaching development programmes

Reimann

Fabriz

Hansen

2020

Journal of Further and Higher Education

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“…Five articles focused on leaders' well-being, represented in both areas. These articles describe leaders' emotional work and the importance of organizational and personal support and trust for surviving in, coping with, or thriving in the leadership role [3,15,40,49,74]. For example, one of the articles from the educational area presents the argument that the professional, situated, and personal dimensions of leadership affect principals' emotional identity [15].…”

Section: Leaders' Well-beingmentioning

confidence: 99%

Leadership in Swedish Public Organizations: A Research Review in Education and Care

Haake

Lindberg

Rantatalo

et al. 2022

NJWLS

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This article is a review of recent Swedish leadership research in two large public-sector areas: education and care. By comparing and contrasting research in these areas, we unveil the specifics and commonalities of research in public-sector leadership. We reviewed research articles from 2018 to 2020 and analyzed theories used, data-gathering methods employed, and topics researched. The results show some fundamental differences between the two areas. Compared to research on education, research on care is to a larger extent non-theoretical and is often focused on change management, quality assurance, and leaders’ roles in employee health. Conversely, studies on education are theory driven and mostly focused on leaders’ roles in learning and shared leadership. We discuss the state of Swedish public leadership research and make suggestions for mutual learning and moving forward in this research field.

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“…They termed this "vanilla teaching" where the academic simply puts in enough effort on teaching to keep their administrators at bay while maximizing their available time for research. Consequently, in post-secondary settings, where the majority of faculty members are not required to possess any formal education in pedagogical studies before embarking on a teaching career, there is a devaluing of 'teaching' roles in the academy over the more valued 'research' activities (Kanuka et al, 2020) which creates conflicts related to teaching in terms of available time, teaching knowledge and skill, priorities and values tensions, rewards and recognition (Bolt et al, 2016;de Jonghe, 2005;Nelson, 2008;Scott & Scott, 2016;Subbaye, 2018).…”

Section: Tensions Between Teaching and Research Responsibilities For ...mentioning

confidence: 99%

College instructor education: A model for effective student learning.

Itwaru

Scott

2022

IJLL

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The interconnection between teaching and learning in higher education has been the subject of academic investigation for some time. However, within the community college context, the effectiveness of pedagogically trained instructors on student learning has remained an under-examined area of scholarly research. This study advances a greater understanding regarding the importance of quality teaching within the community college system in Ontario and explores how institutional policy and practices support or impede the promotion of quality teaching. A mixed methods sequential explanatory design was employed at a Toronto college to gauge the perspectives of participants in three sub-groups of the College strata: administrators, instructors, and students. A pragmatic approach was utilised from which multiple methods of data collection (i.e., semi-structured interviews, focus groups, and online questionnaires) were selected to exhaustively address the primary research question. Key findings revealed that formal academic development in pedagogical education was perceived by the majority of participants as foundational to effective teaching practice and that more comprehensive academic development was needed to improve both current practice and student academic achievement. Most instructors and students concurred that learner-centred approaches, both in class and in field placements, led to a deeper level of learning. From a leadership standpoint, participants also believed that college policies and practices were misaligned with promoting quality instruction and that greater progress towards alignment was necessary; thus, there were serious leadership implications. This study adds to the current instructor education discourse by providing impetus for institutional change towards the professionalisation of college instructors and also recognises the inextricable tie between instructor education and student learning.

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Teaching development leaders’ characteristics and experiences of success in research-focused universities: narratives of constraint and growth

Cited by 5 publications

References 30 publications

The importance of national and institutional context: implications for research on teaching development programmes

The importance of national and institutional context: implications for research on teaching development programmes

Leadership in Swedish Public Organizations: A Research Review in Education and Care

College instructor education: A model for effective student learning.

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