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Teacher Professional Learning and Development in the Context of Educational Innovations in Higher Education: A Typology of Practices
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Tim M. Stevens; Indira N. Z. Day; Perry J. den Brok; Frans J. Prins; Hanneke J. H. E. Assen; Marlies ter Beek; Gunter Bombaerts; Remco Coppoolse; Petra H. M. Cremers; Rik Engbers; Madeleine Hulsen; Rachelle J. A. Kamp; Jur J. Koksma; Kariene Mittendorff; Jan Riezebos; Roeland M. van der Rijst; Margje W. J. van de Wiel; Jan D. Vermunt – Higher Education Research and Development, 2024
Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices…
Descriptors: Professional Development, Educational Innovation, Higher Education, Expertise
Toward a Consensual Definition of Educational Research and Development: A Delphi Study
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Ramot, Rony; Bialik, Gadi – Higher Education Research and Development, 2023
The concept of research and development (R&D) is well established in the industrial, scientific, and technological fields. In the educational field, however, this concept is typically used as a 'buzz word' to refer to innovation and entrepreneurship, blurring its essential meaning. This article uses the Delphi method process of…
Descriptors: Research and Development, Educational Research, Definitions, Educational Innovation
Credibility in Educational Development: Trustworthiness, Expertise, and Identification
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Little, Deandra; Green, David A. – Higher Education Research and Development, 2022
For educational developers (also called academic or faculty developers) to facilitate change toward effective teaching and learning practices at any level, they must build trust and communicate credible expertise, often while conveying 'second-hand' educational knowledge to academics who then act on that knowledge in their own work. In this…
Descriptors: Educational Development, Educational Change, Trust (Psychology), Credibility
Why and How Academics Become Interdisciplinary Researchers Early in Their Careers
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Natalie Spence; Lina Markauskaite; Celina McEwen – Higher Education Research and Development, 2024
The complexity of interdisciplinary research, including the time needed to understand multiple approaches and develop skills, within a university structure organised in disciplines, means that interdisciplinary research can be difficult for a developing researcher. However, early- and mid-career researchers (EMCRs) are key to the future of…
Descriptors: Educational Researchers, Novices, Vocational Maturity, Experience
Developing and Evaluating Nationwide Expert-Delivered Academic Integrity Workshops for the Higher Education Sector in Australia
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Curtis, Guy J.; Slade, Christine; Bretag, Tracey; McNeill, Margot – Higher Education Research and Development, 2022
In 2019, the Australian higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA), commissioned a team of academic integrity experts to design and facilitate a series of national workshops, with the aim of increasing academic integrity knowledge and building a culture of integrity across the higher education sector.…
Descriptors: Program Development, Program Evaluation, Expertise, Integrity
On Being Reviewed: From Ghosts That Haunt in Isolation toward Connection and Unexpected Agency
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Badenhorst, Cecile; Pickett, Sarah; Arnold, Christine; Lewis, Leah; Vaandering, Dorothy; McLeod, Heather; Buley, Jan; Goodnough, Karen; Maich, Kimberly; Penney, Sharon; Young, Gabrielle – Higher Education Research and Development, 2021
Our group of early- and mid-career women faculty members in a mid-sized Canadian university examined the peer review process and our experiences of being reviewed. Using post-structural feminist literature, we theorised how subjectivities are shaped by the pressures of neoliberal incursions into university work. The impact of peer review can be…
Descriptors: Foreign Countries, Scholarship, Writing for Publication, College Faculty
Writing for Professional Recognition in Higher Education: Understanding Genre and Expertise
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Heron, Marion; Corradini, Erika – Higher Education Research and Development, 2020
This study draws on the theoretical frameworks of genre theory and writing expertise to explore how educators manage and excel in writing for professional recognition. Semi-structured interviews were conducted with four educators from different disciplines in which participants discussed their experiences of preparing and writing for Senior…
Descriptors: College Faculty, Writing for Publication, Professional Recognition, Teacher Attitudes
"Seeing Institutionally": A Rationale for 'Teach the University' in Student and Staff Partnerships
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Peseta, Tai; Bell, Amani – Higher Education Research and Development, 2020
Students as Partners (SAP) initiatives are often framed as opportunities to reanimate university education so that students become active participants in their learning, and change agents capable of transforming their institutions. Embedded in these framings is a view that students are also the primary 'experts' of their learning experiences. This…
Descriptors: Teaching Methods, Higher Education, College Students, College Faculty
Hanging Tough: Post-PhD Researchers Dealing with Career Uncertainty
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Skakni, Isabelle; Calatrava Moreno, María del Carmen; Seuba, Mariona Corcelles; McAlpine, Lynn – Higher Education Research and Development, 2019
This study examines the impact of career uncertainty on post-PhD researchers' experiences. Drawing on an identity-trajectory approach and a qualitative design, we analysed experiences of post-PhDs from the UK and Switzerland. Our findings show that in the course of their work experiences, career uncertainty takes two different forms: intellectual…
Descriptors: Researchers, Professional Identity, Career Development, Foreign Countries
Systematic Reviews: Inducting Research Students into Scholarly Conversations?
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Leung, Janni; Ferrari, Alize; Baxter, Amanda; Schoultz, Mariyana; Beattie, Michelle; Harris, Meredith – Higher Education Research and Development, 2017
Systematic reviews are common in disciplines such as medicine, nursing, and health sciences and students are increasingly being encouraged to conduct them as a component of their thesis (Pickering & Byrne, 2014). Fortunately, the tedious old days of writing a thesis by gathering mountains of hard-copy papers are long behind us. Privileged…
Descriptors: Debate, Health Education, Literature Reviews, Student Research
Using Phenomenography to Build an Understanding of How University People Conceptualise Their Community-Engaged Activities
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Brown, Kim; Shephard, Kerry; Warren, David; Hesson, Gala; Fleming, Jean – Higher Education Research and Development, 2016
Higher education institutions are seeking greater community engagement through academic, social and civic activity. In response, researcher attention has turned to impacts on students' education, and benefits to both university and community partners. This phenomenographic study examines how a diverse group of teachers, researchers and…
Descriptors: Higher Education, Reciprocal Teaching, Service Learning, Outreach Programs
Research in the Work of New Zealand Teacher Educators: A Cultural-Historical Activity Theory Perspective
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Berg, David A. G.; Gunn, Alexandra C.; Hill, Mary F.; Haigh, Mavis – Higher Education Research and Development, 2016
In this article we use cultural-historical activity theory to explore the place of research in the work of New Zealand university-based teacher educators (TEs). We consider how aspirations for a research-informed initial teacher education are served by New Zealand universities' recruitment practices and TEs' actual work. We suggest that TEs value…
Descriptors: Foreign Countries, Teacher Educators, Barriers, Semi Structured Interviews
Negotiating the Challenge of Collaborative Writing: Learning from One Writing Group's Mutiny
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Nairn, Karen; Cameron, Jenny; Anakin, Megan; Juntrasook, Adisorn; Wass, Rob; Sligo, Judith; Morrison, Catherine – Higher Education Research and Development, 2015
With continuing pressure to publish or perish, interventions such as writing groups are increasingly part of the academic landscape. In this paper, we discuss our writing group's experiment with collaborative writing, which came unstuck as simmering concerns led to a mutiny within the group. The mutiny provided insights into tensions that are…
Descriptors: Collaborative Writing, Publish or Perish Issue, Intervention, Groups
Adaptive Research Supervision: Exploring Expert Thesis Supervisors' Practical Knowledge
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de Kleijn, Renske A. M.; Meijer, Paulien C.; Brekelmans, Mieke; Pilot, Albert – Higher Education Research and Development, 2015
Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to as "adaptivity." In the present study, the practice of adaptivity is explored by interviewing expert thesis supervisors about…
Descriptors: Supervisory Methods, Student Research, Student Needs, Student Characteristics
LeaD-In: A Cultural Change Model for Peer Review of Teaching in Higher Education
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Barnard, A.; Nash, R.; McEvoy, K.; Shannon, S.; Waters, C.; Rochester, S.; Bolt, S. – Higher Education Research and Development, 2015
Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or…
Descriptors: Higher Education, Peer Evaluation, Sustainability, Models
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