Towards a typology of learning and teaching professional development practice uptake by university academics in Australia

References

• Akyildiz, S.T., 2019. Do 21st Century teachers know about heutagogy or do they still adhere to traditional pedagogy and andragogy? International Journal of Progressive Education, 15 (6), 151–169. doi:10.29329/ijpe.2019.215.10
   Google Scholar
• Al-Mahmood, R., et al. 2020. Love acts and revolutionary praxis: challenging the neoliberal university through a teaching scholars development program. Higher Education Research & Development, 39 (1), 81–98. doi:10.1080/07294360.2019.1666803
   Google Scholar
• Beckmann, E.A., 2016. Teaching excellence: recognising the many as well as the few. In: M. Davis and A. Goody, eds. Research and development in higher education: the shape of higher education, Vol. 39. Fremantle, Australia, 106–116.
   Google Scholar
• Benito-Capa, A., et al. 2017. Developing faculty to provide university students with improved learning experiences: the role of centers for teaching and learning. Higher Learning Research Communications, 7 (2), 1–12.
   Google Scholar
• Booth, S. and Read, S., 2016. A technology solution for providing professional learning support in peer review. In: M. Davis and A. Goody, eds. Research and development in higher education: the shape of higher education, Vol. 39. Fremantle, Australia, 106–116.
   Google Scholar
• Botham, K.A., 2018. An analysis of the factors that affect engagement of higher education teachers with an institutional professional development scheme. Innovations in Education and Teaching International, 55 (2), 176–189. doi:10.1080/14703297.2017.1407664
   Google Scholar
• Boud, D. and Brew, A., 2013. Reconceptualising academic work as professional practice: implications for academic development. International Journal for Academic Development, 18 (3), 208–221. doi:10.1080/1360144X.2012.671771
   Google Scholar
• Brown, M. and Peck, C., 2016. Communities of practice as mediators of change in higher education. In: M. Davis and A. Goody, eds. Research and development in higher education: the shape of higher education, Vol. 39. Fremantle, Australia, 106–116.
   Google Scholar
• Cheong, G., 2017. Developing an instrument for self-evaluation of teaching and learning competencies: a review of faculty professional development and the changing higher education landscape in Singapore. Education Research and Perspectives: An International Journal, 44, 1–20. Perth: The Graduate School of Education, The University of Western Australia.
   Google Scholar
• Davis, M. and Goody, A., eds. 2016. Research and development in higher education: the shape of higher education, 39. Available from: https://www.herdsa.org.au/research-and-development-higher-education-vol-39
   Google Scholar
• Gan Joo, S.M. and Geertsema, J., 2018. Sharing practices, but what is the story? Exploring award-winning teachers’ conceptions of teaching. Higher Education Research & Development, 37 (2), 254–269. doi:10.1080/07294360.2017.1373331
   Google Scholar
• Gellatly, L., D’Alessandro, S., and Carter, L., 2019. What can the university sector teach us about strategy? Support for strategy versus individual motivations to perform. Journal of Business Research, 112 (2020), 320–330. doi:10.1016/j.jbusres.2019.10.007
   Google Scholar
• Grainger, P., et al. 2016. Peer review of teaching (PRoT) in higher education – a practitioner’s reflection. Reflective Practice, 17 (5), 523–534. doi:10.1080/14623943.2016.1146581
   Google Scholar
• Greaves, K., 2015. Scholarship of teaching and learning and post-graduate legal education practice in an (Un)certain world. In: T. Thomas, et al., eds. Research and Development in Higher Education: learning for Life and Work in a Complex World, Vol. 38. Melbourne, Australia, 186–199.
   Google Scholar
• Harvey, M. and Vlachopoulos, P., 2018. What a difference a day makes: reflection retreats as academic development in higher education. Journal of Further and Higher Education.
   Google Scholar
• Heinrich, E., 2015. Identifying teaching groups as a basis for academic development. Higher Education Research & Development, 34 (5), 899–913. doi:10.1080/07294360.2015.1011091
   Google Scholar
• Heinrich, E. and Bourke, R., eds. 2020. Research and development in higher education: next generation, higher education: challenges, changes and opportunities, Vol. 42. Available from: https://www.herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-next-generation-higher
   Google Scholar
• Hennessy, C., et al. 2014. Discovering inspiring teaching: immersive models of staff development. Quality Assurance in Education, 22 (3), 240–254. doi:10.1108/QAE-01-2013-0006
   Google Scholar
• Hood, C. and Houston, D., 2016. Evaluation of longitudinal impact from a university teacher preparation program. In: M. Davis and A. Goody, eds. Research and development in higher education: the shape of higher education, Vol. 39. Fremantle, Australia, 106–116.
   Google Scholar
• Huber, M., 2013. What is the scholarship of teaching and learning? Available from https://stanford.app.box.com/s/zdld1krv7sx3w6mldjv6
   Google Scholar
• Hughes, J.L., Stocks, C., and Trevitt, C. 2020. Actions informed by values in academic development: agency, opportunity and responsibility. E. Heinrich and R. Bourke, eds. Research and development in higher education: next generation, higher education: challenges, changes and opportunities, Vol. 42, 39–49. Available from: https://www.herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-next-generation-higher
   Google Scholar
• Jones, C., Penaluna, K., and Penaluna, A., 2019. The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education & Training, 61 (9), 1170–1186. doi:10.1108/ET-10-2018-0211
   Google Scholar
• Kálmán, O., Tynjälä, P., and Skaniakos, T., 2019. Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures. Teaching in Higher Education.
   Google Scholar
• Kuckartz, U., 2014. Qualitative text analysis: a guide to methods, practice & using software. London, UK: SAGE Publications Ltd.
   Google Scholar
• Lee, A., Manathunga, C., and Kandlbinder, P., 2010. Shaping a culture: oral histories of academic development in Australian universities. Higher Education Research & Development, 29 (3), 307–318. doi:10.1080/07294360903252128
   Google Scholar
• Munn, Z., et al. 2018. Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18 (1), 143. doi:10.1186/s12874-018-0611-x
   Google Scholar
• Norton, A. and Cakitaki, B., 2016. Mapping Australian higher education 2016. VIC: Grattan Institute.
   Google Scholar
• Nussbaum, M.C., 2011. Creating capabilities: the human development approach. Massachusetts, USA: The Belknap Press of Harvard University Press.
   Google Scholar
• Patria, H., Wahyuni, S., and Kusumastuti, R., 2019. Intellectual structure and scientific evolution of strategic decision in the field of business and management from 1971 to 2018. Asian Journal of Business and Accounting, 12 (2), 233–286. doi:10.22452/ajba.vol12no2.9
   Google Scholar
• Penprase, B.E., 2018. The fourth industrial revolution and higher education. In: N. Gleason, ed. Higher education in the era of the fourth industrial revolution. Singapore: Palgrave Macmillan, 207–229.
   Google Scholar
• Sadler, K., Selkrig, M., and Manathunga, C., 2017. Teachingis … opening up spaces to explore academic work in fluid and volatile times. Higher education research & development, 36 (1), 171–186. doi:10.1080/07294360.2016.1171299
   Google Scholar
• Shephard, K., Rogers, T., and Brogt, E., 2020. Impacts of engaging in research into teaching and learning on academics’ conceptions of their development as teachers and on the roles of academic developers. International Journal for Academic Development, 25 (3), 205–217. doi:10.1080/1360144X.2020.1731814
   Google Scholar
• Slade, C., et al., 2020. Learning designers as capacity builders in Australian universities. In: E. Heinrich and R. Bourke, eds. Research and development in higher education: next generation, higher education: challenges, changes and opportunities. Vol. 42, 94–104.
   Google Scholar
• Sutherland, K.A., 2018. Holistic academic development: is it time to think more broadly about the academic development project? International Journal for Academic Development, 23 (4), 261–273. doi:10.1080/1360144X.2018.1524571
   Google Scholar
• Thomas, L., et al. 2016. A vision of You-topia: personalising professional development of teaching in a diverse academic workforce. Journal of University Teaching & Learning Practice, 13 4, Available at: http://ro.uow.edu.au/jutlp/vol13/iss4/5
   Google Scholar
• Thomas, T., et al. 2015. Research and development in higher education: learning for life and work in a complex world, Vol. 38. Available from: https://www.herdsa.org.au/research-and-development-higher-education-vol-38
   Google Scholar
• Thomson, K., Curwood, J.S., and Tomitsch, M., 2016. Participatory professional development: designing a mobile website that links student feedback with best practice teaching resources. In: M. Davis and A. Goody, eds. Research and development in higher education: the shape of higher education, Vol. 39. Fremantle, Australia, 329–339.
   Google Scholar
• Thomson, K.E. and Trigwell, K.R., 2016. The role of informal conversations in developing university teaching? Studies in higher education, 43 (9), 1536–1547. doi:10.1080/03075079.2016.1265498
   Google Scholar
• Trautwein, C., Nückles, M., and Merkt, M., 2015. Complex dynamics in academics’ developmental processes in teaching. Higher Education Research &Development, 34 (3), 641–657. doi:10.1080/07294360.2014.973376
   Google Scholar
• Wache, D. and Houston, D., eds. 2018. Research and development in higher education: [Re] valuing higher education, Vol. 41. Available from: https://www.herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-re-valuing-higher
   Google Scholar
• Walker, R. and Bedford, S., eds. 2017. Research and development in higher education: curriculum transformation, Vol. 40. Available from: https://www.herdsa.org.au/research-and-development-higher-education-vol-40
   Google Scholar
• Wear, A. 2020. Projecting innovation in higher education: an Australian study. E. Heinrich and R. Bourke, eds. Research and development in higher education: next generation, higher education: challenges, changes and opportunities, Vol. 42, 116–125. Available from: https://www.herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-next-generation-higher
   Google Scholar
• Winter, J., et al. 2017. Evaluating academic development in the higher education sector: academic developers’ reflections on using a toolkit resource. Higher Education Research & Development, 36 (7), 1503–1514. doi:10.1080/07294360.2017.1325351
   Google Scholar