1,266
Views
17
CrossRef citations to date
0
Altmetric
Articles

Evaluating academic development in the higher education sector: academic developers’ reflections on using a toolkit resource

, , , &
Pages 1503-1514 | Received 22 Sep 2016, Accepted 23 Feb 2017, Published online: 13 May 2017

References

  • Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90–126. doi: 10.3102/0034654312438409
  • Argyris, C. (1982). Reasoning, learning, and action: Individual and organizational. San Francisco, CA: Jossey-Bass.
  • Bamber, V. (2013). Evidencing the value of educational development (SEDA Special 34). London: SEDA.
  • Baume, D., & Popovic, C. (Eds.). (2016). Advancing practice in academic development. Abingdon: Routledge.
  • Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75. doi: 10.1080/0729436990180105
  • Chalmers, D. (2011). Progress and challenges to the recognition and reward of the scholarship of teaching in higher education. Higher Education Research & Development, 30, 25–38. doi: 10.1080/07294360.2011.536970
  • Chalmers, D., & Gardiner, D. (2015). The measurement and impact of university teacher development programs. Educar, 51(1), 1–28. doi: 10.5565/rev/educar.655
  • Chalmers, D., Stoney, S., Goody, A., Goerke, V., & Gardiner, D. (2012). Identification and implementation of indicators and measures of effectiveness of teaching preparation programs for academics in higher education (Final report). Sydney: Office of Learning and Teaching. Retrieved from http://www.worldclasseducation.uwa.edu.au/__data/assets/file/0004/2273692/Final-Report-Teaching-Preparation-Programs-Project.pdf
  • Cilliers, F., & Herman, N. (2010). Impact of an educational development programme on teaching practice of academics at a research-intensive university. International Journal for Academic Development, 15(3), 253–267. doi: 10.1080/1360144X.2010.497698
  • Coates, H. (2009). Engaging students for success – 2008 Australasian survey of student engagement. Victoria: Australian Council for Educational Research. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1017&context=higher_education
  • De Rijdt, D., Stes, A., van der Vleuten, C., & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education. Educational Research Review, 8, 48–74. doi: 10.1016/j.edurev.2012.05.007
  • Farley, H., & Murphy, A. (2013). Developing a framework for evaluating the impact and sustainability of mobile learning initiatives in higher education. Distance Education Summit. Sydney: Open and Distance Learning Association of Australia (ODLAA).
  • Fink, L. (2013). Innovative ways of assessing faculty development. New Directions for Teaching and Learning, 2013(133), 47–59. doi: 10.1002/tl.20045
  • Gibbs, G. (2010). Dimensions of quality. York: Higher Education Academy.
  • Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. doi: 10.1177/1469787404040463
  • Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: Unversity of California Press.
  • Guskey, T. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12. doi: 10.3102/0013189X015005005
  • Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. doi: 10.1080/135406002100000512
  • Hammersley, M. (2010). Unreflective practice? Case study and the problem of theoretical inference. Retrieved from http://www.lancaster.ac.uk/fss/events/hecu5/docs/Hammersley.pdf
  • Higher Education Academy. (2016). Fellowship of the Higher Education Academy: Code of practice. Retrieved from https://www.heacademy.ac.uk/system/files/downloads/code_of_practice_28.06.pdf
  • Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education, 42, 143–169. doi: 10.1023/A:1017546216800
  • Hughes, J., McKenna, C., Kneale, P., Winter, J., Turner, R., Spowart, L., & Muneer, R. (2016). Evaluating teaching development in higher education: Towards impact assessment (literature review). York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/evaluating_teaching_development_in_he_-_literature_review1.pdf
  • Kahu, E. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. doi: 10.1080/03075079.2011.598505
  • Kandlbinder, P., & Peseta, T. (2009). Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom. International Journal for Academic Development, 14(1), 19–31. doi: 10.1080/13601440802659247
  • Kirkpatrick, D. (1998). Evaluating training programmes (2nd ed.). San Francisco, CA: Berrett-Koehler.
  • Kneale, P., Winter, J., Spowart, L., Turner, R., Hughes, J., McKenna, C., & Muneer, R. (2016b). Evaluating teaching development in higher education. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/resource/evaluating-teaching-development-higher-education
  • Kneale, P., Winter, J., Spowart, L., Turner, R., & Muneer, R. (2016a). Evaluating teaching development activities in higher education: A toolkit. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/evaluating_teaching_development_in_he_-_toolkit1.pdf
  • Kuh, G. (2009). What student affairs professionals need to know about student engagement. Journal of College Student Development, 50(6), 683–706. doi: 10.1353/csd.0.0099
  • Mathijsen, I. (2006). Teachers’ cognitions and actions (dissertation). University Utrecht. Wageningen: Ponsen & Looijen.
  • Office for National Statistics. (2016). Teaching excellence framework: Review of data sources – interim report. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/523291/bis-16-269-teaching-excellence-framework-review-of-data-sources-interim-report.pdf
  • Parsons, D., Hill, I., Holland, J., & Willis, D. (2012). Impact of teaching development programmes in higher education. York: Higher Education Academy.
  • Pascarella, E., & Terenzini, P. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.
  • Postareff, L. (2007). Teaching in higher education from content-focused to learning focused approaches to teaching (Research Report 214). Helsinki: University of Helskinki, Department of Education.
  • Sampson, K., A., Johnston, L., Comer, K., & Brogt, E. (2016) Developing evidence for action on the postgraduate experience: An effective local instrument to move beyond benchmarking. Higher Education Research & Development, 35(2), 337–351 doi: 10.1080/07294360.2015.1087469
  • Silverman, D. (2015). Interpreting qualitative data. London: Sage.
  • Spowart, L., Turner, R., Winter, J., Muneer, R., McKenna, C., & Kneale, P. (in press). Evidencing the impact of teaching-related CPD: Beyond the ‘happy sheets’. International Journal of Academic Development.
  • Stes, A., Coertjens, L., & Van Petegem, P. (2013). Instructional development in higher education: Impact on teachers’ teaching behaviour as perceived by students. Instructional Science, 41(6), 1103–1126. doi: 10.1007/s11251-013-9267-4
  • Trigwell, K., Caballero Rodriguez, K., & Han, F. (2012). Assessing the impact of a university teaching development programme. Assessment & Evaluation in Higher Education, 37(4), 499–511. doi: 10.1080/02602938.2010.547929
  • Willett, G., Iverson, E., Rutz, C., & Manduca, C. (2014). Measures matter: Evidence of faculty development effects on faculty and student learning. Assessing Writing, 20, 19–36. doi: 10.1016/j.asw.2013.12.001
  • Zepke, N., Leach, L., & Butler, P. (2014). Student engagement: Students’ and teachers’ perceptions. Higher Education Research & Development, 33(2), 386–398. doi: 10.1080/07294360.2013.832160

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.