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

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

Authors

Mandy Asghar

Laurie-Ann Campbell



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
Contract Date Oct 2, 2018

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Copyright Statement
This is an Accepted Manuscript of an article to be published by Taylor & Francis in International Journal for Academic Development.







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