Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/17933

TitleAcademic development as educational inquiry? Insights from established practices
Author(s)Hattum-Janssen, Natascha van
Morgado, José Carlos
Vieira, Flávia
KeywordsAcademic development
Educational inquiry
Pedagogical vision
Research
Scholarship of teaching and learning
Issue date2012
PublisherTaylor & Francis
JournalInternational Journal for Academic Development
Abstract(s)If academic development is to contribute to (re)shaping the purposes and means of pedagogy in higher education, then it has to be based on educational inquiry, for only inquiry will allow us to undertake a critical analysis of educational policies, practices and beliefs with the goal of transforming them. However, the conditions under which academic development units (ADUs) operate may hinder rather than foster educational inquiry. This is the issue we explore in this paper on the basis of a small-scale, interview-based study that was conducted in six well-established ADUs at universities in the USA. By looking at how these units work, we gained insights into paradoxes and tensions that seem to indicate that educational inquiry cannot play a significant role within them, even though these units act as catalysts for the enhancement of teaching in the academic milieu. We should ask whether ADUs are appropriate sites for educational inquiry and whether they can contribute to (re)shaping the higher education landscape.
TypeArticle
URIhttp://hdl.handle.net/1822/17933
DOI10.1080/1360144X.2011.594511
ISSN1360-144X
1470-1324
Publisher versionhttp://dx.doi.org/10.1080/1360144X.2011.594511
Peer-Reviewedyes
AccessRestricted access (UMinho)
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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