Agency matters: academic developers’ quests and achievements

References

• Blackmore, P., & Blackwell, R. (2006). Strategic leadership in academic development. Studies in Higher Education, 31, 373–387.
   Web of Science ®Google Scholar
• Boice, R. (1989). Psychologists as faculty developers. Professional Psychology: Research and Practice, 20, 97–104.
   Web of Science ®Google Scholar
• Dawson, D., Mighty, J., & Britnell, J. (2010). Moving from the periphery to the center of the academy: Faculty developers as leaders of change. New Directions for Teaching and Learning, 122, 69–78.
   Google Scholar
• Di Napoli, R. (2014). Value gaming and political ontology: Between resistance and compliance in academic development. International Journal for Academic Development, 19, 4–11.
   Google Scholar
• Di Napoli, R., Fry, H., Frenay, M., Verhesschen, P., & Verburgh, A. (2010). Academic development and educational developers: Voices from different European higher education contexts. International Journal of Academic Development, 5, 7–18.
   Google Scholar
• Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
   Google Scholar
• Ginsberg, B. (2011). The fall of the faculty: The rise of the all-administrative university and why it matters. New York, NY: Oxford University Press.
   Google Scholar
• Handal, G., Lycke, K. H., Mårtensson, K., Roxå, T., Skodvin, A., & Solbrekke, T. D. (2014). The role of academic developers in transforming Bologna regulations to a national and institutional context. International Journal for Academic Development, 19, 12–25.
   Google Scholar
• Harland, T., & Staniforth, D. (2008). A family of strangers: The fragmented nature of academic development. Teaching in Higher Education, 13, 669–678.
   Web of Science ®Google Scholar
• Leont’ev, A. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Luria, A. (1981). Language and cognition. New York, NY: John Wiley.
   Google Scholar
• Macdonald, R. (2002). Educational development: Research, evaluation and changing practice in higher education. In R. Macdonald, & J. Wisdom (Eds.), Academic and educational development: Research, evaluation and changing practice in higher education (pp. 3–13). London: Kogan Page.
   Google Scholar
• McAlpine, L., Oviedo Berdugo, G., & Emrick, A. (2008). Telling the second half of the story: Linking academic development to student experience of learning. Assessment and Evaluation in Higher Education, 33, 661–673.
   Web of Science ®Google Scholar
• McAlpine, L., & Saroyan, A. (2004). Toward a comprehensive framework of faculty development. In A. Saroyan, & C. Amundsen (Eds.), Rethinking teaching in higher education (pp. 207–232). Sterling, VA: Stylus.
   Google Scholar
• Saroyan, A., & Amundsen, C. (Eds.). (2004). Rethinking teaching in higher education. Sterling, VA: Stylus.
   Google Scholar
• Saroyan, A., & Frenay, M. (Eds.). (2010). Building teaching capacity in universities: From faculty development to educational development. Sterling, VA: Stylus.
   Google Scholar
• Shattock, M. (2010). Managing successful universities. Maidenhead, UK: McGraw-Hill.
   Google Scholar
• Sorcinelli, M., Austin, A., Eddy, P., & Beach, A. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Bolton, MA: Anker.
   Google Scholar
• Szkudlarek, Ł., & Stankiewicz, T. (2014). Future perfect? Conflict and agency in higher education reform in Poland. International Journal for Academic Development, 19, 37–49.
   Google Scholar
• STLHE. (1995). A directory of Canadian instructional development offices and activities. Unpublished directory. Hamilton, ON: McMaster University.
   Google Scholar
• Taylor, L. K. (2005). Academic development as institutional leadership: An interplay of person, role, strategy, and institution. International Journal for Academic Development, 10, 31–46.
   Google Scholar
• Taylor, K. L., & Bédard, D. (2010). Faculty development in Canadian universities. In A. Saroyan & M. Frenay (Eds.), Building teaching capacities in higher education (pp. 23–42). Sterling, VA: Stylus.
   Google Scholar
• Taylor, K. L., & Rege Colet, N. (2010). Making the shift from faculty development to educational development. In A. Saroyan & M. Frenay (Eds.), Building teaching capacities in higher education (pp. 139–167). Sterling, VA: Stylus.
   Google Scholar
• Vygotsky, L. S. (1978). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Winer, L., & Weston, C. (2009). Reconsidering the impact of educational development work. Paper presented at the Educational Developers Caucus (EDC), Oshawa, ON.
   Google Scholar
• Wilcox, S. (1997). Becoming a faculty developer. New Directions for Adult and Continuing Education, 74, 23–31.
   Google Scholar
• Wouters, P., Clement, M., Frenay, M., Buelens, H., & Gilis, A. (2014). Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case. International Journal for Academic Development, 19, 26–36.
   Google Scholar
• Wright, W. A. (Ed.). (1995). Teaching improvement practices: Successful strategies for higher education. Bolton, MA: Anker.
   Google Scholar
• Wright, D. L. (1999). Faculty development centers in research universities: A study of resources and programs. In M. Kaplan (Ed.), To Improve the Academy (Vol. 18, pp. 291–302). Bolton, MA: Anker.
   Google Scholar