http://orcid.org/0000-0003-1195-0370
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Abstract
The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental practices and policies; institutional practices and policies; and national and international practices and policies. Drawing on our experiences over the last 20 years, we discuss the widening of academic development practice and consider who are the academic developers when it comes to embedding undergraduate research and inquiry in mainstream higher education.
Acknowledgements
Angela Brew (Macquarie), Rachel Spronken-Smith (Otago), Nancy Turner (Saskatchewan), and Helen Walkington (Oxford Brookes) provided helpful and insightful comments on a draft of this article.