Shaping a culture: Oral histories of academic development in Australian universities

Lee, A; Manathunga, C; Kandlbinder, PA

Shaping a culture: Oral histories of academic development in Australian universities

Lee, A Manathunga, C Kandlbinder, PA

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Higher Education Research and Development, 2010, 29 (3), pp. 307 - 318
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Lee, A	en_US
dc.contributor.author	Manathunga, C	en_US
dc.contributor.author	Kandlbinder, PA https://orcid.org/0000-0003-3903-9626	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Higher Education Research and Development, 2010, 29 (3), pp. 307 - 318	en_US
dc.identifier.issn	0729-4360	en_US
dc.identifier.uri	http://hdl.handle.net/10453/13879
dc.description.abstract	Academic development has had an approximately forty-year history within Australian higher education, paralleling the major expansions and changes in the sector, both nationally and internationally. Its principal concerns have been the improvement of teaching and the professional development of the academics who teach. The history of academic development has gone largely undocumented and unexamined at a national level, in Australia and elsewhere. However, as university teaching has increasingly become important in relation to quality in higher education, academic development has become a central player in the work of universities. It becomes of particular importance at this time to garner a more thorough understanding of the continuities as well as the discontinuities in the meanings and practices of university teaching and in the work of those whose role has been to support its development. This article presents a discussion of two key themes identified from a set of oral history interviews conducted with early leaders in academic development in Australia. These themes offer different insights into issues and understandings of academic development in today's university. The first concerns a perennial issue in academic development - the struggle to define academic development's emerging ethos in relation to research and service to the broader university's endeavour. The second theme represents an issue that has been forgotten or marginalised in the official accounts of academic development but which lives on in the 'lore' of the field - the role of activism in the shaping of university teaching and academic development.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Higher Education Research and Development	en_US
dc.relation.isbasedon	10.1080/07294360903252128	en_US
dc.title	Shaping a culture: Oral histories of academic development in Australian universities	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	29	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Education Group
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.volume	29	en_US

Abstract:

Academic development has had an approximately forty-year history within Australian higher education, paralleling the major expansions and changes in the sector, both nationally and internationally. Its principal concerns have been the improvement of teaching and the professional development of the academics who teach. The history of academic development has gone largely undocumented and unexamined at a national level, in Australia and elsewhere. However, as university teaching has increasingly become important in relation to quality in higher education, academic development has become a central player in the work of universities. It becomes of particular importance at this time to garner a more thorough understanding of the continuities as well as the discontinuities in the meanings and practices of university teaching and in the work of those whose role has been to support its development. This article presents a discussion of two key themes identified from a set of oral history interviews conducted with early leaders in academic development in Australia. These themes offer different insights into issues and understandings of academic development in today's university. The first concerns a perennial issue in academic development - the struggle to define academic development's emerging ethos in relation to research and service to the broader university's endeavour. The second theme represents an issue that has been forgotten or marginalised in the official accounts of academic development but which lives on in the 'lore' of the field - the role of activism in the shaping of university teaching and academic development.

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http://hdl.handle.net/10453/13879