Contradictory perspectives on academic development: the lecturers' tale. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Hallett, Fiona
• Is Part Of: Teaching in higher education. Volume 26:Issue 1(2021)
• Page Start: 115
• Page End: 128
• Publication Date: 2021-01-02
• Subjects: Academic development -- higher education -- learner identity -- Interpretative Phenomenological Analysis; College teaching -- Periodicals; Education, Higher -- Evaluation -- Periodicals; Education, Higher -- Aims and objectives -- Periodicals; 378.1205
• DOI: 10.1080/13562517.2019.1636222
• Languages: English
• ISSNs: 1356-2517

Abstract

ABSTRACT: This paper seeks to analyse lecturers' views on how they understand academic development in order to elucidate current arguments around how knowledge is codified in higher education, and to what end. Whilst work of this nature has been carried out in a number of national and institutional contexts, much attention has been given to research embedded in particular subject areas or within academic development departments. By utilising Interpretative Phenomenological Analysis, a series of super- and sub- ordinate themes that represent the ways in which each lecturer describes academic development have been mapped across the existing literature in a form that has not been done to date. The results of this analysis highlight the need to think beyond the binaries subsumed within learner-/discipline-focussed or institutionally-/epistemologically- constrained barriers to academic development.