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Article: Do academic developers’ conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore

TitleDo academic developers’ conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore
Authors
KeywordsAcademic developers
academic development
scholarship of teaching and learning
teaching and research integration
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/07294360.asp
Citation
Higher Education Research and Development, 2019, Epub How to Cite?
AbstractAcademic development (AD) is increasingly being oriented towards an integrated approach to academic practice (AP), given arguments for the importance of integrating research, learning, and teaching. Given the complex and evolving character of AD as a profession, it is important to understand the conceptions of AD held by academic developers, who can play a key role in supporting conditions for such integration. This comparative case study explores conceptions of AD and the scholarship of teaching and learning (SoTL) held by academic developers at two universities in Hong Kong and Singapore, and examines the extent to which these conceptions support an integrated AP. The findings show that not all conceptions recognise the importance of integration; moreover, though in both cases aspects of integration come to the fore, there are gaps that militate against a fuller understanding of integrating teaching and research. The study has implications for future AD practice and raises questions about using SoTL as a means of fostering teaching and research integration.
Persistent Identifierhttp://hdl.handle.net/10722/279913
ISSN
2017 Impact Factor: 2.006
2015 SCImago Journal Rankings: 0.936

 

DC FieldValueLanguage
dc.contributor.authorZou, TXP-
dc.contributor.authorGeertsema, J-
dc.date.accessioned2019-12-23T08:23:36Z-
dc.date.available2019-12-23T08:23:36Z-
dc.date.issued2019-
dc.identifier.citationHigher Education Research and Development, 2019, Epub-
dc.identifier.issn0729-4360-
dc.identifier.urihttp://hdl.handle.net/10722/279913-
dc.description.abstractAcademic development (AD) is increasingly being oriented towards an integrated approach to academic practice (AP), given arguments for the importance of integrating research, learning, and teaching. Given the complex and evolving character of AD as a profession, it is important to understand the conceptions of AD held by academic developers, who can play a key role in supporting conditions for such integration. This comparative case study explores conceptions of AD and the scholarship of teaching and learning (SoTL) held by academic developers at two universities in Hong Kong and Singapore, and examines the extent to which these conceptions support an integrated AP. The findings show that not all conceptions recognise the importance of integration; moreover, though in both cases aspects of integration come to the fore, there are gaps that militate against a fuller understanding of integrating teaching and research. The study has implications for future AD practice and raises questions about using SoTL as a means of fostering teaching and research integration.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/07294360.asp-
dc.relation.ispartofHigher Education Research and Development-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.subjectAcademic developers-
dc.subjectacademic development-
dc.subjectscholarship of teaching and learning-
dc.subjectteaching and research integration-
dc.titleDo academic developers’ conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore-
dc.typeArticle-
dc.identifier.emailZou, TXP: tracyzou@hku.hk-
dc.identifier.authorityZou, TXP=rp01998-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/07294360.2019.1685948-
dc.identifier.scopuseid_2-s2.0-85074843892-
dc.identifier.hkuros308688-
dc.publisher.placeUnited Kingdom-

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