Academic development refers to the professional development of academics – which makes sense when you think about it. Evidently I hadn’t thought about that a lot because until I skim read these five papers, I had put academic developers in the same broad (and perhaps vague) category as education designers and learning technologists. People working with teachers/academics to support teaching and learning and developing resources.
These are the papers:
I had just assumed that given that the terminology hasn’t really been settled yet (consider blended/flexible/online/technology-enhanced/e-learning), people have been using the terms that they prefer. (I’ve been toying with Director of Education Innovation as a new title but apparently that will upset the Directors of our schools, so that won’t fly).
Anyway, this was the first of a few realisations that I’ve had in the last week of trying to get my research back on track – ironically enough perhaps while I’ve been in the midst of a major academic development project of my own. (STELLAR – which will get its own post shortly).
Recognising that I need to move on to a new topic of exploration in my holistic overview of the central elements in supporting TELT practices in Higher Ed. but also feeling that I haven’t yet covered Education Support Staff (ESS) adequately, I decided to take the temperature of ESS research via five papers. (I’ve also been concerned that while the deep reading that I’ve been doing has been valuable, I’m spending too long on individual papers and chapters in the process.) I allocated a single 25 min pomodoro period to each of these new papers, including writing notes. Admittedly, four of the five papers I’ve decided that I still need to read in full and may well come back to them in the next topic anyway. (However, I changed my initially planned ‘next topic’ from Universities as Organisations to Teachers as a result of these papers and some other thinking recently, so this still feels like progress)
In a nutshell, as I’ve been looking at research relating to education support staff over the last couple of months, I’ve probably been in my own tribal mindset. I do still believe that there are significant cultural factors at play in higher ed. that mean that knowledge and experience aren’t always appropriately used or recognised if you’re not in the academic tribe and this is an area to work on. There are also an incredibly diverse range of reasons for this, some more understandable than others. I have to admit that I’ve not been as open to the more understandable (and valid) ones as I should’ve and that empathy is always an important part of communication and collaboration.
So after this post on the matter, I’m going to take a first pass at my lit review relating to ESSes and focus on the academic/teacher side. (Ultimately people that teach are teachers and this is the side of the academics’ work that I’m looking at – it’s also a more meaningful term in this context – but I realise that terminology is perhaps more important than I thought.
These are my quick responses to the papers that I skimmed
This is a particularly insightful paper that uses “the discourse analytic method of “interpretative repertoires (Potter & Wetherall, 1987)” (p.15) to consider issues in academic development with a particular focus on education technology and changing teaching practices.
Hannon essentially distills the approaches into ‘enabling’ and ‘guiding’ and interviews 25 individuals working with education technology (including academics and ESSes) about their experiences in one university in this space.
He identifies four main differences in the ways that practice is organised:
- Developing staff or developing courses (p.19)
- Implementing or adapting institutional strategy (p.20)
- Drawing together – systems or community (p.22)
- Reframing technology or reframing the user (p.23)
Ultimately, Hannon finds that:
it is neither institutional strategy nor learning technologies that impose these constraints, rather the discourse or repertoires associated with their operationalisation (p.27)
I’ll certainly be coming back to this paper in the future.
Hicks looked at issues more in relation to the role of Academic Developers – and people working in Education Support units – as ‘change agents’, caught between the strategic requirements and priorities of the university executive and the needs of teachers and learners.
She felt that the voice of academic developers is seldom heard in research in this field and takes time to address this within a Bourdieuian framework emphasising social systems by inviting developers to participate in a number of focus groups.
Hicks’ paper sits well alongside most of the other papers that I have looked at already, with a focus on the tensions between academic and professional staff as well as academic staff and ‘management’ – with the ESSes torn between the two and underutilised.
This paper may be a useful source of additional supporting quotes and could also be worth reviewing when I get to university as an organisation.
David Boud is a major figure in research into Higher Education in Australia, (Angela Brew presumably is as well but it’s Boud that I’ve heard more about to date), so I was keen to read this one.
The idea of practice theory (Kemmis) is something that I keep coming across (and has also been suggested by my supervisor) and it’s at the heart of this paper. In a nutshell, it’s about framing academic work as practice and considering three key foci
practice development, fostering learning-conducive work and deliberately locating activity within practice. It also suggests that academic development be viewed as a practice (p.208)
Given that my new area of exploration is teachers/teaching/academics, this is a timely examination of academic practice that I will absolutely be delving into in far greater depth. It also offers a nice bridge between these two areas and I think it will also help me to inform my other (professional) work.
This paper presents a solid overview of tribalism in academia and the emergence of Higher Education as a field of study in its own right that needs to be claimed by academic developers. (I’d wonder whether an idea of “academy developers” is more fitting here).
One thing that I’ve come to realise in this sector is that trying to take on organisational cultural issues directly is unproductive, so while I’d prefer tribalism to be replaced with the embrace of a broader notion of being part of a collaborative community of scholars, I realise that it won’t happen any time soon. I guess the real questions are; do the members of a tribe respect the knowledge of another tribe and is teaching and learning in Higher Education something that can be owned by one tribe? Perhaps something more along the lines of tribal elders – strictly in the H.E T&L discipline area, never the ‘academy’ itself – could work?
When it comes to the role of ESS, I note that the authors quote Rowland et al (1998), which has popped up in most of these papers and is high on my list of future reading. It’s a fairly brutal quote however.
[a]t best, they [i.e. academics] view those in these [academic development] units as providing a service to help them teach. At worst, they ignore them as lacking academic credibility and being irrelevant to the real intellectual tasks of academic life. (Rowland, Byron, Furedi, Padfield & Smyth, 1998, p.134) (p.10)
This is certainly another paper to read in full as I explore the idea of academic work and teaching.
This final paper by Lee and McWilliam leans heavily on Foucault and “games of truth and error” and a fairly specific idea of irony. It again explores the tensions that academic developers encounter in the space between executive/management priorities and teacher needs. As someone that hasn’t yet explored Foucault, I imagine it might be of value if this is theoretical direction that I choose but for the most part I just felt that I didn’t get the joke.
Ok, so hopefully this give me a decent starting point for writing something about the literature as it relates to education support staff (obviously there is always more to explore but the best writing is the writing that you’ve actually done and having something to show will make it easier to find the gaps – both in ideas covered in the research as well as in what I’ve been reading and not reading.
Onwards to teachers.