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International Journal for Academic Development Volume 18, 2013 - Issue 1
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Articles

Collaborative discipline-based curriculum change: applying Change Academy processes at department level

Mick Healey Independent Higher Education Consultant and Researcher, UKCorrespondence[email protected]
,
Michael Bradford School of Environment and Development, University of Manchester, Manchester, UK
,
Carolyn Roberts Department of Earth Sciences, University of Oxford, Oxford, UK
&
Yolande Knight Department of Geography, Earth and Environmental Sciences, University of Plymouth, Plymouth, UK
Pages 31-44 | Received 09 Jan 2011, Accepted 27 Jul 2011, Published online: 23 Nov 2011

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Kelly E Matthews, Catherine Sherwood, Eimear Enright & Alison Cook-Sather. (2023) What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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Roisin Donnelly. (2021) Nurturing a teaching and learning community in business education: Disseminating practical strategies from a Technological University. Journal of Education for Business 96:8, pages 545-551.
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Nancy K. Turner, Mick Healey & Susan Bens. (2021) Developing the curriculum within an institution using a Change Academy approach: a process focus. International Journal for Academic Development 26:2, pages 150-162.
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Klara Bolander Laksov. (2019) Lessons learned: towards a framework for integration of theory and practice in academic development. International Journal for Academic Development 24:4, pages 369-380.
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Christine Slade, Susan Rowland & Dominic McGrath. (2019) Talking about contract cheating: facilitating a forum for collaborative development of assessment practices to combat student dishonesty. International Journal for Academic Development 24:1, pages 21-34.
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Megan Anakin, Rachel Spronken-Smith, Mick Healey & Susan Vajoczki. (2018) The contextual nature of university-wide curriculum change. International Journal for Academic Development 23:3, pages 206-218.
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Elizabeth Marquis, Christine Black & Mick Healey. (2017) Responding to the challenges of student-staff partnership: the reflections of participants at an international summer institute. Teaching in Higher Education 22:6, pages 720-735.
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Elizabeth Marquis, Katarina Mårtensson & Mick Healey. (2017) Leadership in an international collaborative writing groups (ICWG) initiative: implications for academic development. International Journal for Academic Development 22:3, pages 211-222.
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Theda Thomas, Joy Wallace, Pamela Allen, Jennifer Clark, Adrian Jones, Jill Lawrence, Bronwyn Cole & Lynette Sheridan Burns. (2017) Strategies for leading academics to rethink humanities and social sciences curricula in the context of discipline standards. International Journal for Academic Development 22:2, pages 120-133.
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Koula Charitonos, Carolina Albuerne Rodriguez, Gabi Witthaus & Carina Bossu. (2020) Advancing Social Justice for Asylum Seekers and Refugees in the UK: An Open Education Approach to Strengthening Capacity through Refugee Action’s Frontline Immigration Advice Project. Journal of Interactive Media in Education 2020:1.
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Geraint Evans & Karl Luke. (2020) Lecture capture and peer working: exploring study practices through staff–student partnerships. Research in Learning Technology 28:0.
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Sherry Fukuzawa, Dianne Ashbourne & Fiona Rawle. 2020. Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) 366 387 .
Laura Cruz, Kathryn Cunningham, Brian Smentkowski & Hillary Steiner. (2019) The SoTL Scaffold: Supporting Evidence-Based Teaching Practice in Educational Development. To Improve the Academy 38:1, pages 50-66.
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Claire A. Goode, Bronwyn Hegarty & Carolyn Levy. (2018) Collaborative Curriculum Design and the Impact on Organisational Culture. TechTrends 62:4, pages 393-402.
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Inger Dagrunn Langset, Dan Yngve Jacobsen & Halvdan Haugsbakken. (2018) Digital professional development: towards acollaborative learning approach for taking higher education intothe digitalized age. Nordic Journal of Digital Literacy 13:1, pages 24-39.
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Jennifer Clark, Adrian Jones, Theda Thomas, Pamela Allen, Bronwyn Cole, Jill Lawrence, Lynette Sheridan Burns & Joy Wallace. 2018. Teaching the Discipline of History in an Age of Standards. Teaching the Discipline of History in an Age of Standards 59 87 .
Robyn Smyth, Carina Bossu & Adrian Stagg. 2017. Blended Learning. Blended Learning 2196 2214 .
Robyn Smyth, Carina Bossu & Adrian Stagg. 2016. Open Learning and Formal Credentialing in Higher Education. Open Learning and Formal Credentialing in Higher Education 205 222 .
Taiga Brahm. 2016. Pädagogische Hochschulentwicklung. Pädagogische Hochschulentwicklung 69 82 .

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