Reimagining the place of students in academic development

Felten, P; Abbot, S; Kirkwood, J; Long, A; Lubicz-Nawrocka, T; Mercer-Mapstone, L; Verwoord, R

Reimagining the place of students in academic development

Felten, P Abbot, S Kirkwood, J Long, A Lubicz-Nawrocka, T Mercer-Mapstone, L

Verwoord, R

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Publication Type:: Journal Article
Citation:: International Journal for Academic Development, 2019, 24 (2), pp. 192 - 203
Issue Date:: 2019-04-03

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Field	Value	Language
dc.contributor.author	Felten, P	en_US
dc.contributor.author	Abbot, S	en_US
dc.contributor.author	Kirkwood, J	en_US
dc.contributor.author	Long, A	en_US
dc.contributor.author	Lubicz-Nawrocka, T	en_US
dc.contributor.author	Mercer-Mapstone, L https://orcid.org/0000-0001-7441-6568	en_US
dc.contributor.author	Verwoord, R	en_US
dc.date.issued	2019-04-03	en_US
dc.identifier.citation	International Journal for Academic Development, 2019, 24 (2), pp. 192 - 203	en_US
dc.identifier.issn	1360-144X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/136480
dc.description.abstract	© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.	en_US
dc.relation.ispartof	International Journal for Academic Development	en_US
dc.relation.isbasedon	10.1080/1360144X.2019.1594235	en_US
dc.title	Reimagining the place of students in academic development	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	24	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	24	en_US

Abstract:

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/136480