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Higher Education Research & Development Volume 39, 2020 - Issue 3
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Articles

Do academic developers’ conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore

Tracy X. P. ZouCentre for the Enhancement of Teaching and Learning, The University of Hong Kong, Pokfulam, Hong Kong Special Administrative RegionCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3283-3424View further author information
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Johan GeertsemaCentre for Development of Teaching and Learning, National University of Singapore, SingaporeORCID Iconhttps://orcid.org/0000-0001-6540-408XView further author information
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Pages 606-620 | Received 31 Jan 2019, Accepted 21 Jul 2019, Published online: 10 Nov 2019

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Read on this site (4)

Linda Evans. (2023) What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development. Oxford Review of Education 0:0, pages 1-17.
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Shelda Debowski. (2022) Shifting sands: navigating being academic in an evolving sector. Higher Education Research & Development 41:1, pages 7-20.
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Johan Geertsema & Mark Gan Joo Seng. (2021) Strategic academic development in Asia: embracing a ‘layered’ approach to ‘wicked problems’. International Journal for Academic Development 26:4, pages 389-404.
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Eugenia M. W. Ng. (2021) Reflecting on leading flipped classroom practices in a liberal arts university in Hong Kong. International Journal for Academic Development 26:4, pages 463-467.
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Articles from other publishers (2)

Mark Sterling, Lia Blaj-Ward, Rosalind Simpson & Karin CrawfordMark Sterling, Lia Blaj-Ward, Rosalind Simpson & Karin Crawford. 2023. Redeveloping Academic Career Frameworks for Twenty-First Century Higher Education. Redeveloping Academic Career Frameworks for Twenty-First Century Higher Education 73 99 .
Tracy X. P. Zou, Lisa Y. N. Law, Beatrice C. B. Chu, Vienne Lin, Tiffany Ko & Nicole K. Y. Lai. (2020) Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project. Journal of Studies in International Education 26:3, pages 334-351.
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