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David Gosling - One of the best experts on this subject based on the ideXlab platform.
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Value commitments and ambivalence in Educational Development
New Directions for Teaching and Learning, 2010Co-Authors: David GoslingAbstract:Educational Development is driven by strong value commitments, and yet there are questions concerning the key goals that Educational Development strives to achieve.
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conceptualizing evolving models of Educational Development
New Directions for Teaching and Learning, 2010Co-Authors: Kym Michele Fraser, David Gosling, Mary Deane SorcinelliAbstract:During the almost fifty-year history of Educational Development, researchers have conceptualized a number of models to describe the work of the field. These models all fit within a broad conceptual framework that consists of three distinct yet overlapping approaches that are identified in this chapter.
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Educational Development in the uk a complex and contradictory reality
International Journal for Academic Development, 2009Co-Authors: David GoslingAbstract:At a time when questions are being asked about the identity and purpose of academic Development, this paper seeks to address these questions within the context of one country in which Educational Development has been actively supported. This study considers a narrative of the complex and contradictory reality of Educational Development in the United Kingdom based on the perceptions of heads of Educational Development. Based on a survey of over 40 institutions, the paper highlights the growth of Educational Development centres and considers their staffing, institutional location, role and responsibilities. It also seeks to explore some points of similarity and difference with trends in other countries. A l’heure o[ugrave] des questions sont posees au sujet de l’identite et des visees du developpement pedagogique, cet article cible ces questions du point de vue d’un pays au sein duquel le developpement pedagogique a ete soutenu activement. Cette recherche examine l’historique de la “realite complexe et cont...
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Educational Development units in the UK - what are they doing five years on?
International Journal for Academic Development, 2001Co-Authors: David GoslingAbstract:How much has Educational Development changed in five years? What is its standing in UK higher education? This paper provides an overview of the current state of Educational Development in the UK and attempts to identify the changes that have occurred over the last five years. It reports on the responses of 53 heads of Educational Development units to a questionnaire which was based on a similar survey undertaken in 1995 and reported in this journal. The paper considers some of the major contextual factors which have influenced Educational Development over this five-year period, and provides an encouraging assessment of the growth in the number of units or departments being established with an Educational Development role. There is evidence of a steady growth in interest in learning and teaching in higher education in the UK, which has enabled Educational Development practitioners to achieve a new level of maturity and confidence. It is argued that Educational Development is fast becoming both an establish...
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Educational Development units in the uk what are they doing five years on
International Journal for Academic Development, 2001Co-Authors: David GoslingAbstract:How much has Educational Development changed in five years? What is its standing in UK higher education? This paper provides an overview of the current state of Educational Development in the UK and attempts to identify the changes that have occurred over the last five years. It reports on the responses of 53 heads of Educational Development units to a questionnaire which was based on a similar survey undertaken in 1995 and reported in this journal. The paper considers some of the major contextual factors which have influenced Educational Development over this five-year period, and provides an encouraging assessment of the growth in the number of units or departments being established with an Educational Development role. There is evidence of a steady growth in interest in learning and teaching in higher education in the UK, which has enabled Educational Development practitioners to achieve a new level of maturity and confidence. It is argued that Educational Development is fast becoming both an establish...
Catherine Manathunga - One of the best experts on this subject based on the ideXlab platform.
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The field of Educational Development: histories and critical questions
Studies in Continuing Education, 2011Co-Authors: Catherine ManathungaAbstract:The field of Educational Development has a 40-year history of providing continuing education or professional Development for academic staff, particularly focusing on improving teaching and learning. However, little has yet been written on the historical origins and Development of this field, apart from content analyses of some key journals and books conducted recently. This article asks critical questions about the emergence and evolution of Educational Development, focusing particularly on Australia. It traces the genealogies of some of its dominant positionings and demonstrates, through historical textual analysis, how some topics, themes and methods have retained their dominance over this 40-year period, while others continue to remain marginal. Finally, it argues for further historical research, particularly employing genealogical historical methodologies, as a means of enabling the field to recover from historical amnesia, develop more critical means of interrogating its underlying epistemologies and creating the possibility for broader, contested futures.
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doing Educational Development ambivalently applying post colonial metaphors to Educational Development
International Journal for Academic Development, 2006Co-Authors: Catherine ManathungaAbstract:Post‐colonial theories about liminality, hybridity, unhomeliness, and identity form a novel lens through which to re‐theorise Educational Development work. Applying these conceptual frameworks allows practitioners and the academics they work with the opportunity to problematise some of Educational Development’s colonial underpinnings and assumptions. They also enable an exploration of the states of betweenness that form Educational developers’ identities and impact implicitly and explicitly upon the nature of their changing practices. This paper seeks to read Educational Development and research supervisor Development in particular “against the grain”. It also seeks to illustrate these concepts through some vignettes of my academic Development practice. Les theories postcoloniales portant sur les notions de “liminality”, “hybridity”, “unhomeliness”, ainsi que sur la notion d’identite constituent un nouvel angle sous lequel nous pouvons reenvisager les travaux dans le domaine du developpement pedagogique. ...
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Doing Educational Development Ambivalently: Applying post‐colonial metaphors to Educational Development?
International Journal for Academic Development, 2006Co-Authors: Catherine ManathungaAbstract:Post‐colonial theories about liminality, hybridity, unhomeliness, and identity form a novel lens through which to re‐theorise Educational Development work. Applying these conceptual frameworks allows practitioners and the academics they work with the opportunity to problematise some of Educational Development’s colonial underpinnings and assumptions. They also enable an exploration of the states of betweenness that form Educational developers’ identities and impact implicitly and explicitly upon the nature of their changing practices. This paper seeks to read Educational Development and research supervisor Development in particular “against the grain”. It also seeks to illustrate these concepts through some vignettes of my academic Development practice. Les theories postcoloniales portant sur les notions de “liminality”, “hybridity”, “unhomeliness”, ainsi que sur la notion d’identite constituent un nouvel angle sous lequel nous pouvons reenvisager les travaux dans le domaine du developpement pedagogique. ...
Graham Gibbs - One of the best experts on this subject based on the ideXlab platform.
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Reflections on the changing nature of Educational Development
International Journal for Academic Development, 2013Co-Authors: Graham GibbsAbstract:Educational Development has changed in many ways over the last 40 years and the International Consortium for Educational Development has highlighted the sheer variety of practices by bringing together Educational developers from countries where activities differ markedly. These reflections identify the wide range of foci of attention that are visible – what it is that developers are trying to develop – and the different change mechanisms that they adopt. It also highlights changes that can be seen over time, as Educational Development within a university, or within a country, matures and expands. Observations are made about the value and desirability of some of these changes. It is hoped that outlining the changes in Educational Development helps Educational developers to recognise their own activities in a different light and to prompt reflections on what else they might do and what direction they might move in.
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Supporting Educational Development within departments
International Journal for Academic Development, 1996Co-Authors: Graham GibbsAbstract:Abstract Much Educational Development activity is organized and undertaken centrally, by centrally funded and managed units and staff; it is often generic rather than discipline‐specific and targeted on individuals rather than on departments. However, universities are organized primarily through their departments and many universities give departments and disciplines considerable independence. Recent organizational change in universities often corresponds to current management practice outside higher education by devolving responsibilities to smaller organizational units. In the USA burgeoning administration is beginning to be cut back. In the UK the ‘unit of assessment’ of most internal and external reviews of quality is the department, not the university. Many universities now devolve responsibility for the quality of courses, for appointment decisions, for promotions and even for staff and Educational Development, to departments. In Australia there is also more emphasis on department‐focused developmen...
Adrian Powell - One of the best experts on this subject based on the ideXlab platform.
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exploring stakeholder engagement in impact evaluation planning in Educational Development work
Evaluation, 2009Co-Authors: Diane Hart, Gabi Diercksobrien, Adrian PowellAbstract:This article presents a case study of engaging stakeholders in the early stages of an impact evaluation of Educational Development work in a UK university. The rationale for undertaking participative impact evaluation is outlined in relation to the national and local context. The aim is to contribute to wider knowledge about appropriate methodology to lead to a better understanding of change processes in learning and teaching. We outline how stakeholder engagement in evaluation in this context has been influenced by the Aspen Institute's `Theories of Change' approach, and how we interpreted and applied it in the context of a grant scheme for Educational Development work. Our experience is discussed in relation to previous learning about the application of the approach, in particular in the health sector. This has highlighted implications for future work, not least that it should be informed by a more appropriate theoretical framework for exploring the complexity of evaluation in this context.
Peter Hudson - One of the best experts on this subject based on the ideXlab platform.
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An evaluation framework for sustaining the impact of Educational Development
Studies in Educational Evaluation, 2010Co-Authors: Kazuaki Hashimoto, Hitendra K. Pillay, Peter HudsonAbstract:Notwithstanding significant efforts by international aid agencies, aid ineffectiveness became apparent in 1990s as the impact of continued Development intervention did not endure the expected outcomes. Conventional monitoring and evaluation by those agencies is critiqued for focusing on measuring project outcomes and giving little attention to aspects of sustainability. As a result, devising a rigorous evaluation framework for Educational Development has been sought in light of recent paradigm shifts in international Development. This paper reports on a case study of an Egyptian Educational Development project highlighting the importance of transforming the evaluation procedures to process evaluation so as to enhance project impact and longevity. This requires building evaluation capacity of the aid recipient country.