This study details the experiences of new faculty in tenure-track positions without prior experie... more This study details the experiences of new faculty in tenure-track positions without prior experience in academia beyond the post-doctoral level. Semi-structured, qualitative interviews were conducted using phenomenological methodology with six faculty members meeting the criteria at a mid-sized, public institution in the southeastern United States with a reputation for academic excellence and a Research 2 (R2) Carnegie classification. Findings highlight the tension found between subcomponents of professorial life and the continued struggles of minority faculty. Implications for future research are given, to include the need for a deep exploration of the rhyme and reasons of the tenure process.
RESUMEN. ^Cuánto ha cambiado el desarrollo educativo en cinco afios?, •quE lugar ocupa éste en la... more RESUMEN. ^Cuánto ha cambiado el desarrollo educativo en cinco afios?, •quE lugar ocupa éste en la enseñanza superior en el Reino Unido? Esce art(culo o^rece una visión de conjunto sobre el estado actual del desarrollo educativo en el Reino Unido y se propone identificar los cambios que han ocurrido durantc los últimos cinco años. El trabajo aporta tambiEn las respuestas de 53 directores de unidades de desarrollo educativo a un cuestionario basado en una investigación similar que se llevó a cabo en 1995. El trabajo analiza algunos de los principales factores contextuales que han afectado al desarrollo educativo a lo largo de este per(odo de cinco afios y ofrece una evaluación alentadora del crecimiento en el número de unídades o departamentos que han sido creados con una función de desarrollo educativo. ? What is its standing in UK higher education? 'I'his paper provides an overview of the current state of educational development in the uK and attempts to idcnrify thc changes that have occurred over the last five years. It reports on the responses of 53 heads ofeducational development units to a questionnaire bascd on a similar survry undertaken in 1995 and reported in this journal. The paper considers some of the major contactual factors which have influenced educational development aver this fivc-ycar period, and provides an encouraging assessment of the growth in thc number of units or depanements being established wirh an educationa) development rolt.
This study details the experiences of new faculty in tenure-track positions without prior experie... more This study details the experiences of new faculty in tenure-track positions without prior experience in academia beyond the post-doctoral level. Semi-structured, qualitative interviews were conducted using phenomenological methodology with six faculty members meeting the criteria at a mid-sized, public institution in the southeastern United States with a reputation for academic excellence and a Research 2 (R2) Carnegie classification. Findings highlight the tension found between subcomponents of professorial life and the continued struggles of minority faculty. Implications for future research are given, to include the need for a deep exploration of the rhyme and reasons of the tenure process.
This paper seeks to explore some persistent issues which impact on externally funded teaching and... more This paper seeks to explore some persistent issues which impact on externally funded teaching and learning projects. The discussion considers these issues using the lens of "heterotopias", a concept introduced by Michel Foucault. Utilising insights from Foucault's suggestive comments about "heterotopias", the paper investigates the conceptual location of projects within different kinds of real, social and imagined space. The discussion draws on research data collected from leading participants in a longitudinal study of a sample of Centres for Excellence in Teaching and Learning (CETLs) in the UK. These were teaching and learning projects funded over a five year period from 2005 to 2010 by the Higher Education Funding Council for England (HEFCE). Within the research sample of CETLs it is argued that examples can be found of projects which were, in Foucault's terms, "enacted utopias", "crisis heterotopias", heterotopias of deviation", "spaces of illusion" and "heterotopias of compensation". The implications for teaching and learning projects are considered in the context of continuing government funding for teaching and learning projects as a means to achieve change in higher education. Using evidence from a sample of CETLs, it is argued that projects can become 'enacted utopias' -that is a short term actings out of a particular vision of teaching in universities that is disconnected from the mainstream reality of academic life. Projects become an 'illusion' that disappears when funding ends and the pre-existing academic culture continues mostly untouched by the activities within the project. Projects are designed to compensate for long-standing inadequacies but, because of their short-term funding and semi-autonomous status, they are typically not in a position to effect long term reform.
No paragraph of this publication may be reproduced, copied or transmitted save with written permi... more No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright ...
Please cite only the published version using the details provided on the item record or document.... more Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Widening Participation and Lifelong Learning, 2016
She is Vice-President of IDEA (International Development Ethics Association) and secretary of REE... more She is Vice-President of IDEA (International Development Ethics Association) and secretary of REEDES (Spanish Network on Development Studies). She uses the human development and capability approaches to analyse higher education. She focuses on exploring links between migrations, human rights and development aid. Vivienne Bozalek is a professor of social work and the Director of Teaching and Learning at the University of the Western Cape (UWC), South Africa. She holds a PhD from Utrecht University. Her areas of research, publications and expertise include the use of post-structural, social justice and the political ethics of care perspectives, critical family studies, innovative pedagogical approaches in higher education and feminist and participatory research methodologies. Elmarie Costandius is a lecturer in visual communication design at Stellenbosch University, South Africa. Her interests include multicultural and critical citizenship education in the context of post-colonial and post-apartheid South Africa. Elmarie received a teaching fellowship for her Critical Citizenship projects, which are incorporated into the visual communication design curriculum. Faaiz Gierdien is a mathematics teacher educator in the Faculty of Education at Stellenbosch University. He holds a doctorate in mathematics education from Michigan State University. He taught mathematics at high school for nine years. His professional interests include mathematics teaching at school level, the professional development of pre-and in-service teachers, the role of technology, especially spreadsheets, in supporting student and teacher learning and exploring possibilities for constructive links between university teaching and school teaching.
Quality Enhancement in England: From Funded Projects to Student-Led Demand
Enhancing Quality in Higher Education, 2013
Collaborative Peer-Supported Review of Teaching
Peer Review of Learning and Teaching in Higher Education, 2013
In this chapter I argue that of the three types of peer review (evaluative, developmental and col... more In this chapter I argue that of the three types of peer review (evaluative, developmental and collaborative), the collaborative type is the most effective due to (among other reasons) its collegial nature and consequent minimisation of resistance on the part of the reviewee. Peer observation in a collaborative context still has its limitations, notably its focus on teaching performance, so I offer some suggestions for successful implementation of peer reviews. The model I advocate is professional learning through collaborative peer-supported review, which is more inclusive of the complete range of activities: designing, delivering and assessing teaching and learning. I explain this model in some detail, focusing on the need for parity, reciprocity and dialogue between the participants. I conclude by examining case studies of implementations in the UK.
Promoting quality enhancement in the UK the experience of collaboration between national agencies
Tertiary Education and Management, 2005
ABSTRACT. There has been a substantial and potentially significant shift in the UK approach to qu... more ABSTRACT. There has been a substantial and potentially significant shift in the UK approach to quality in higher education in the last few years. In England, Wales and Scotland there has been a growing interest in quality enhancement to supple-ment existing frameworks for ...
This article considers the impact of a major government initiative to reward and promote excellen... more This article considers the impact of a major government initiative to reward and promote excellence in teaching and learning in higher education. The proposal to create Centres for Excellence in Teaching and Learning in England's universities and colleges of higher education was first announced in 2003. A two-stage bidding process took place over most of 2004 and the chosen centres were established from April 2005. The article reports the findings from interviews with 24 staff involved in a total of 25 bids from 14 institutions (including one further education college taking part in a collaborative bid). It shows how members of staff from different types of institution came to understand the initiative, how they responded to its requirements, how the bidding process itself shaped the proposals, and the individual and institutional effects of both failure and success in the bidding rounds.
Conceptualizing evolving models of educational development
New Directions for Teaching and Learning, 2010
During the almost fifty‐year history of educational development, researchers have conceptualized ... more 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.
Educational development in the UK: a complex and contradictory reality
International Journal for Academic Development, 2009
Educational development units in the UK - what are they doing five years on?
International Journal for Academic Development, 2001
How much has educational development changed in five years? What is its standing in UK higher edu... more 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 established field of study and a recognized professional role in most institutions of higher education in the UK.
Welcome to 2012: Australian academic developers and student-driven university funding
International Journal for Academic Development, 2013
International Journal for Academic Development, 2009
More than forty years after its beginnings, academic development stands uncertainly on the thresh... more More than forty years after its beginnings, academic development stands uncertainly on the threshold of becoming a profession or discipline in its own right. While it remains marginal to the dominant stories of the university, it has become central to the institution's contemporary business. This Research Note describes an enquiry that uses a multiple histories approach to explore the emergence of academic development in three national sites. Our intention is to provoke a more critical engagement with academic development's current forms and future possibilities.
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Papers by David Gosling