- Title
- Towards shaping the field: theorising the knowledge in a formal course for academic developers
- Creator
- Vorster, Jo-Anne E
- Creator
- Quinn, Lynn
- Date Issued
- 2015
- Date
- 2015
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/66578
- Identifier
- vital:28966
- Identifier
- https://doi.org/10.1080/07294360.2015.1070126
- Description
- publisher version
- Description
- In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers.
- Format
- Format
- 14 pages
- Publisher
- Routledge
- Language
- English
- Relation
- Higher Education Research and Development
- Relation
- Vorster, Jo-Anne, Quinn, Lynn (2015) Towards shaping the field: theorising the knowledge in a formal course for academic developers. Higher Education Research and Development, 34 (5) p. 1031-1044. ISSN: 1360-144X. https://doi.org/10.1080/1360144X.2014.908094
- Relation
- Higher Education Research and Development volume 34 number 5 1031 1044 August 2015 1469-8366
- Rights
- Routledge
- Rights
- Use of this resource is governed by the terms and conditions of the Higher Education Research and 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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