Beyond Teaching and Learning - Rethinking Academic Development in Relation to Quality Enhancement
Keywords:
academic development, academic development hubs, Agency, Change, Higher education, Quality assurance, Quality enhancement
Abstract
Higher education (HE) today is a diversified area which has grown expansively in response to a rapidly changing educational and political climate over the past decades. In this age of complexity, development and change are omnipresent and intrinsic parts of the university teacher’s practice, from the development of the teachers’ individual practice at micro-level to the collaborative development of scholarly practice at the meso-level of the department and to the strategic institutional approach at macro-level, which links to employment and promotion frameworks and the recognition of teaching quality. As requirements for pedagogical competence have been built into career structures and criteria for promotion, academic developers have become central to the implementation of these strategies. This development goes hand in hand with the shift in focus from quality assurance to quality enhancement, which has extended the range of professional activities for academic developers. The allowing of the universities to develop their own quality assurance systems, signals a heightened awareness of the importance of ownership and the possibility of influencing quality processes, which in turn relates to national governance strategies of teaching and learning. As the changing educational and political demands on higher education have deeply affected the professional activities of the academic developer and the academic teacher, this article addresses the changes and challenges faced. The aim is to discuss these implications particularly for academic development in this diversified context and to contribute with further knowledge and understanding of structural and organizational prerequisites for the advancement of teaching in higher education.
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Geertsema, J. (2016). Academic development, SoTL and Educational Research. International Journal for Academic Development, 21(2), 122-134. https://doi.org/10.1080/1360144X.2016.1175144
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Government Proposition (2009/10:149). En akademi i tiden - ökad frihet för universitet och högskolor. [A Current Academy - increased freedom for universities and colleges.] Stockholm: Riksdagens tryckeriexpedition.
Government Proposition (2009/10:139). Fokus på kunskap - kvalitet i den högre utbildningen. [Focus on knowledge - quality in higher education.] Stockholm: Riksdagens tryckeriexpedition.
Graham, R. (2018). The career framework for university teaching. Retrieved from https://www.teachingframework.com
Grant, B., Lee, A., Clegg, S., Manathunga, C., Barrow, M., Kandlbinder, P., Brailsford, I., Gosling, D., & Hicks, M. (2009). Why history? Why now? Multiple accounts of the emergence of academic development. International Journal for Academic Development, 14(1), 83-86. https://doi.org/10.1080/13601440802659551
Haakstad, J. (2001). Accreditation: the new quality assurance formula? Some reflections as Norway is about to reform its quality assurance system. Quality in Higher Education, 7(1), 77-82. https://doi.org/10.1080/13538320120045102
Haapasaari, A., Engeström, Y., & Keousuo, H. (2016). The emergence of learners’ transformative agency in a change laboratory intervention. Journal of Education and Work, 29(2), 232-262. https://doi.org/10.1080/13639080.2014.900168
Harvey, L., & Newton, J. (2004). Transforming quality Evaluation. Quality in Higher Education, 10(2), 149-165. https://doi.org/10.1080/1353832042000230635
Harvey, L., & Williams, J. (2010). Fifteen Years of Quality in Higher Education. Quality in Higher Education, 16(1), 3-36. https://doi.org/10.1080/13538321003679457
Henkel, M. (2016). Multiversities and academic identities change, continuities, and complexities. In I. Leisyte & U. Wilkesmann (Eds.) Organizing academic work in higher education: Teaching, learning and identities. 205-222.
Hicks, O. (1999). Integration of central and departmental development - reflections from Australian universities. International Journal for Academic Development, 4(1), 43-51.
Holt, D., Challis, D., & Palmer, S. (2011). Changing perspectives: teaching and learning centres' strategic contributions to academic development in Australian higher education. International Journal for Academic Development, 1, 5-17.
Hornsby, D. J., & Osman, R. (2014). Massification in higher education: Large classes and student learning. Higher Education, 67(6), 711-719. https://doi.org/10.1007/s10734-014-9733-1
Högskoleverket. [The Swedish Higher Education Agency.] (2006). Lärosätenas arbete med pedagogisk utveckling. [The Universities’ work with educational development.] Report 2006: 54R. 70.
Hopbach, A. (2012). External Quality Assurance between European Consensus and National Agendas. In Curaj, A., Scott, P.. Vlasceanu, L., & Wilson, L. (Eds.). European Higher Education at the Crossroads: Between the Bologna Process and National Reforms. Dordrecht: Springer, 1, 267-85. https://doi.org/10.1007/978-94-007-3937-6_15
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