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Fresh thinking about academic development: authentic, transformative, disruptive?

Loads, Daphne; Campbell, Fiona

Authors

Daphne Loads

Fiona Campbell



Abstract

We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal secondment of faculty to ADUs. We report our findings from a sector-wide survey of Scottish higher education institutions and a series of in-depth interviews with secondees and their managers in two Scottish universities. We recommend further investigations to identify new ways of enacting authentic, practice-based, transformative, and disruptive academic development

Journal Article Type Article
Online Publication Date Sep 22, 2015
Publication Date 2015
Deposit Date Oct 22, 2015
Print ISSN 1360-144X
Electronic ISSN 1470-1324
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 20
Issue 4
Pages 355-369
DOI https://doi.org/10.1080/1360144X.2015.1083866
Keywords Academic development; internal secondment; authentic; disruptive; transformative;
Public URL http://researchrepository.napier.ac.uk/id/eprint/9197
Publisher URL http://dx.doi.org/10.1080/1360144X.2015.1083866



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