Abstract
This article offers an unconventional cost–benefit analysis of three academic development initiatives at a large Australasian university: a three-day foundation course for new academics, a series of one-on-one teaching consultations and a two-year postgraduate certificate program. Weaving together qualitative, quantitative and arts-based methodologies, I examine the pros and cons of each mode, arguing that higher education research is enriched rather than diminished by hybrid strategies that challenge the status quo.
Acknowledgements
Grateful thanks and acknowledgment to Ernie Barrington, who undertook the research on which this article is based, and to my colleagues from the now-defunct APG at the University of Auckland: Ian Brailsford, Barbara Grant, Barbara Kensington-Miller, Robyn Manuel, Matiu Ratima and Tessa Sillifant.