References
- Brookfield, S. (2013). Scholarly personal narratives as a new direction for the scholarship of teaching and learning. Teaching Theology & Religion, 16(2), 127–128. doi:10.1111/teth.12022
- Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21. doi:10.3102/0013189x030003013
- Chase, S. E. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 651–679). London: Sage.
- Choi, T. H. (2012). Autobiographical reflections for teacher professional learning. Professional Development in Education, 39(5), 822–840. doi:10.1080/19415257.2012.737355
- Clegg, S. (2009). Forms of knowing and academic development practice. Studies in Higher Education, 34(4), 403–416.10.1080/03075070902771937
- Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 477–487). Mahwah, NJ: Erlbaum.
- Duncan, M. (2004). Autoethnography: Critical appreciation of an emerging art. International Journal of Qualitative Methods, 3(4), 28–39.
- Ellis, C., & Bochner, A. P. (1999). Autoethnography, personal narrative, reflexivity. In N. K. Denzin & Y. S. Lincoln (Ed.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage.
- Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for Academic Development, 18(1), 4–14. doi:10.1080/1360144X.2013.751691
- Gosling, D. (2008). Educational development in the United Kingdom ( Report to the Heads of Educational Development Group [HEDG]). Retrieved from http://www.hedg.ac.uk/documents/HEDG_Report_final.pdf
- Handal, G. (2008). Identities of academic developers: Critical friends in the academy. In R. Barnett & R. Di Napoli (Eds.), Changing identities in higher education: Voicing perspectives (pp. 55–68). London: Routledge.
- Holmes, T., Manathunga, C., Potter, M. K., & Wuetherick, B. (2012). The impossibilities of neutrality: Other geopolitical metaphors for academic development units. International Journal for Academic Development, 17(3), 197–202. doi:10.1080/1360144x.2012.701087
- Jones, S. H. (2005). Autoethnography: Making the personal politic. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 763–791). London: Sage.
- Kensington-Miller, B., Brailsford, I., & Gossman, P. (2011). Developing new academic developers: Doing before being? International Journal for Academic Development, 17(2), 121–133. doi:10.1080/1360144x.2011.616049
- Kinash, S., & Wood, K. (2011). Academic developer identity: How we know who we are. International Journal for Academic Development, 18(2), 178–189. doi:10.1080/1360144x.2011.631741
- Kreber, C. (2013). Authenticity in and through teaching in higher education: The transformative potential of the scholarship of teaching. London: Routledge.
- Land, R. (2004). Educational development: Discourse, identity and practice. Maidenhead: Society for Research into Higher Education & Open University Press.
- Land, R. (2008). Academic development, identity and paradox. In R. Di Napoli & R. Barnett (Eds.), Changing identities in higher education (pp. 134–135). Milton Park: Routledge.
- Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research. Reading, analysis and interpretation. Thousand Oaks, CA: Sage.
- Little, D., & Green, D. A. (2012). Betwixt and between: Academic developers in the margins. International Journal for Academic Development, 17(3), 203–215. doi:10.1080/1360144x.2012.700895
- Maclure, M. (1993). Arguing for your self: Identity as an organising principle in teachers’ jobs and lives. British Educational Research Journal, 19(4), 311–323.10.1080/0141192930190401
- O’Farrell, C., & Fitzmaurice, M. (2013). Academic developers using narrative to support our professional development. Innovations in Education and Teaching International, 50(3), 227–237. doi:10.1080/14703297.2012.760776
- Ouellett, M. (2010). Overview of faculty development: History and choices. In K. J. Gillespie & D. L. Robertson (Eds.), A guide to faculty development (2nd ed., pp. 3–20). San Fransisco, CA: Jossey-Bass.
- Peseta, T. (2007). Troubling our desires for research and writing within the academic development project. International Journal for Academic Development, 12(1), 15–23. doi:10.1080/13601440701217253
- Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. In J. A. Hatch & R. Wisniewski (Eds.), Life history and narrative (Vol. 5, pp. 5–24). London: Falmer Press.
- Rowland, S. (2007). Academic development: A site of creative doubt and contestation. International Journal for Academic Development, 12(1), 9–14. doi:10.1080/13601440701217238
- Samuels, P. (2013). Promoting learning development as an academic discipline. Journal of Learning Development in Higher Education, 5, 1–22.
- Saroyan, A. (2014). Agency matters: Academic developers’ quests and achievements. International Journal for Academic Development, 19(1), 57–64. doi:10.1080/1360144X.2013.862622
- Simmons, N., Abrahamson, E., Deshler, J., Kensington-Miller, B., Manarin, K., Morón-García, S., … Renc-Roe, J. (2013). Conflicts and configurations in a liminal space: SoTL scholars’ identity development. Teaching and Learning Inquiry: The ISSOTL Journal, 1(2), 9–21. doi:10.2979/teachlearninqu.1.2.9
- Wall, S. (2006). An autoethnography on learning about autoethnography. International Journal of Qualitative Methods, 5(2), 146–160.
- Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of third space professionals in UK higher education. Higher Education Quarterly, 62(4), 377–396. doi:10.1111/j.1468-2273.2008.00387.x