Researcher-led academic development

ABSTRACT

In this study, members of a higher education department explore their research activity and how it influences their practice as academic developers in a research-led institution. While the research activities of the team members appear diverse, they are all underpinned by a shared set of professional values to provide an anchor for these activities. Research-as-pedagogy and the relationship between the discourses of research and teaching are explored using Bernstein’s knowledge structures. The authors conclude that differences in research focus (horizontal discourse) provide dynamism across a department and that stability is provided through the underpinning core values inherent in the vertical discourse.

KEYWORDS:

• Academic development
• horizontal discourse
• research frame
• values
• vertical discourse

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Ian Kinchin

Ian Kinchin is professor of Higher Education at the University of Surrey. He is engaged in the professional development of academic staff, while undertaking research into university pedagogy and the application of Novakian concept mapping. Ian is the editor of the Journal of Biological Education, a fellow of the Royal Society of Biology, a senior fellow of the Higher Education Academy, and has been a member of the Governing Council of the Society for Research into Higher Education. He is currently developing a model for academic development that is framed by the concepts of pedagogic frailty and resilience.

Marion Heron

Marion Heron is a senior lecturer in the Department of Higher Education at the University of Surrey. She is a senior fellow of the Higher Education Academy. She has worked in higher education in Turkey and the United Arab Emirates. She researches in the area of classroom talk and classroom interaction.

Anesa Hosein

Anesa Hosein is a lecturer in the Department of Higher Education at the University of Surrey. She is a senior fellow of the Higher Education Academy and member of the Research & Development Committee of the Society for Research into Higher Education. She has worked in the higher education systems of the Caribbean and the UK. She has an eclectic collection of qualifications and an equally eclectic collection of research namely in academic practice, mathematics education, research methods pedagogy, educational technology, and migrant academics.

Simon Lygo-Baker

Simon Lygo-Baker is a senior lecturer in higher education at the University of Surrey and has worked in academic development for over 15 years. He has developed a range of academic programmes working across all disciplines, and undertaken significant research into learning and teaching, leading to a range of publications.

Emma Medland

Emma Medland is a lecturer in higher education at the University of Surrey. She is a senior fellow of the Higher Education Academy and has been a Lecturer for 11 years, working at Surrey and King’s College London. She is currently the Programme Director of the MA in Higher Education and manages the provision of Continuing Professional Development workshops to support the pedagogic development of academic staff and those involved in supporting learning across the institution. Emma’s research interests lie in assessment and feedback, and academic practice.

Dawn Morley

Dawn Morley is a post doctorate researcher at Solent University. Prior to her current position, she was a lecturer in Higher Education at the University of Surrey. Her work focuses on motivating and coaching staff to take their interest in learning and teaching ‘one step further’ into wider reaching projects and publications. Dawn is currently co-leading the development of a new Educational Doctorate at Solent and the first open access Solent-led book on real world learning.

Naomi Winstone

Naomi Winstone is a senior lecturer in Higher Education at the University of Surrey. Her research interests focus on cognition and learning, and the application of psychological theory to educational contexts. She is a senior fellow of the Higher Education Academy and a national teaching fellow.