Electing to Speak: Professional Dialogue in the Context of Professional Dialogue

Smart, Fiona; Asghar, Mandy; Campbell, Laurie-Ann; Huxham, Mark

Abstract

Written submissions are traditionally used in the assessment of applications for Fellowship of the Higher Education Academy, with dialogue offering an alternative approach. Quite why individuals elect for dialogue has received little attention. Using a mixed methods approach, data were gathered from two Universities offering dialogic and written routes in their Fellowship schemes. Most individuals elected for dialogue, although this decision varied between Fellowship categories. Reasons for the choice were highly individual. This study demonstrates that dialogic approaches are popular with staff. However, we argue the importance of choice in Fellowship assessment options and recommend this to other academic developers.

Citation

Smart, F., Asghar, M., Campbell, L., & Huxham, M. (2019). Electing to Speak: Professional Dialogue in the Context of Professional Dialogue. International Journal for Academic Development, 24(3), 232-245. https://doi.org/10.1080/1360144X.2019.1585356

• Journal Article Type: Article
• Acceptance Date: Sep 22, 2018
• Online Publication Date: Mar 27, 2019
• Publication Date: Mar 27, 2019
• Deposit Date: Oct 2, 2018
• Publicly Available Date: Sep 28, 2020
• Journal: International Journal for Academic Development
• Print ISSN: 1360-144X
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 24
• Issue: 3
• Pages: 232-245
• DOI: https://doi.org/10.1080/1360144X.2019.1585356
• Keywords: Dialogue, assessment, Fellowship of the Higher Education Academy, professional development, academic development
• Public URL: http://researchrepository.napier.ac.uk/Output/1283679