Contradictory perspectives on academic development: the lecturers’ tale

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Abstract

This paper seeks to analyse lecturers’ views on how they understand academic
development in order to elucidate current arguments around how knowledge is
codified in higher education, and to what end. Whilst work of this nature has been carried out in a number of national and institutional contexts, much attention has been given to research embedded in particular subject areas or within academic development departments. By utilising Interpretative Phenomenological Analysis, a series of super- and sub- ordinate themes that represent the ways in which each lecturer describes academic development have been mapped across the existing literature in a form that has not been done to date. The results of this analysis highlight the need to think beyond the binaries subsumed within learner-/discipline focussed or institutionally-/epistemologically - constrained barriers to academic
development.
Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalTeaching in Higher Education
Early online date25 Jun 2019
DOIs
Publication statusPublished - 27 Jun 2019

Keywords

  • academic development
  • Higher Education
  • learner identity
  • interpretative phenomenological analysis (IPA)
  • Academic development
  • Interpretative Phenomenological Analysis
  • higher education

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