- Title
- Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?
- Creator
- Quinn, Lynn, Vorster, Jo-Anne E
- Date
- 2014
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/66546
- Identifier
- vital:28961
- Identifier
- https://doi.org/10.1080/1360144X.2013.879719
- Description
- publisher version
- Description
- There is no defined route to becoming an academic developer. The research on pathways into the field (e.g. Kensington-Miller, Brailsford, and Gossman, 2012; McDonald, 2010; McDonald and Stockley, 2008) shows that in most cases ‘serendipity and chance played a role’ (McDonald, 2010, p. 40). Moreover, induction into academic development (AD) is often ad hoc, haphazard, and informal. Due to the changing higher education (HE) context, the field has grown exponentially and in many countries now plays a central role in institutions. This has generated increased demand for knowledgeable and competent developers that are able to contribute towards solving some vexing problems in contemporary HE. Current recruitment and induction processes of new developers do not necessarily meet this demand. In light of the above, we pose the question: given the changing context of HE and the field of AD, is it not time for us to induct newcomers into the field more systematically? As Kensington-Miller et al. (2012) suggest, we should not leave the induction of the next generation of developers to chance. We suggest that one way of ensuring appropriate induction is through a formal course for developers. Difficulties for newcomers to the field are illustrated by Kensington-Miller et al. (2012) when they report seeking ‘top tips’ at a HERDSA conference. We do not dismiss informal learning at conferences or the role of mentoring, coaching, apprenticeship, and so on, in inducting developers, nor do we minimise the benefits of relatively structured processes such as fellowship programmes, workshops, and postgraduate qualifications in related fields. However, these ways of induction may not offer novices the structured and systematic developmental opportunities needed to become developers able to fulfil varied, complex, and sometimes contradictory roles.
- Format
- pdf, 4 pages
- Publisher
- Routledge
- Language
- English
- Relation
- International Journal for Academic Development, Quinn, Lynn, Vorster, Jo-Anne. (2014) Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way? International Journal for Academic Development. International Journal for Academic Development, 19 (3) pp. 255-258. ISSN: 1360-144X. https://doi.org/10.1080/1360144X.2013.879719, International Journal for Academic Development volume 19 number 3 255 258 January 2014 1470-1324
- Rights
- Routledge
- Rights
- Use of this resource is governed by the terms and conditions of the International Journal for Academic Development Copyright Notice (https://www.tandfonline.com/action/authorSubmission?journalCode=rija20_page=instructions)
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Collections
Vorster, Jo-Anne Elizabeth (Prof)
Quinn, Lynn (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU Department of Education
SDG 04. Quality Education
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