Opening up spaces for collegial, collaborative academic development practice within a strategic, centrally coordinated team-based support model

Hammer, Sara (2013) Opening up spaces for collegial, collaborative academic development practice within a strategic, centrally coordinated team-based support model. In: 36th Higher Education Research and Development Society of Australasia Conference (HERDSA 2013): The Place of Learning and Teaching, 1-4 Jul 2013, Auckland, New Zealand.

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Abstract

Academic development units do not always determine the orientation of their professional activity. This paper showcases an initiative to implement an institution-wide strategic, project and team-based, faculty support model in a regional, Australian university. The institution wished to broaden the impact of the academic development unit across five faculties and address growing staff need related to e-learning. Learning Innovation Teaching Enhancement(LITE) teams include academic developers, librarians, e-learning support and others. They work with faculty colleagues on learning and teaching projects, targeting improvement at the degree and discipline level. This study uses a participatory action research, mixed-methods approach to evaluate both the effectiveness of our centrally coordinated model, and our capacity to retain successful aspects of our previous practice, such as situatedness and collegiality. This stage of the evaluation locates our support model within existing academic
development practice and assesses its alignment with good practice principles outlined in relevant literature. Based on a preliminary analysis of group reflection, faculty uptake, success of project outcomes and survey data I conclude that LITE team projects can be an effective model for academic development. This initial evaluation also suggests that individual team projects tend to open up more collegial academic development spaces under the following conditions:
where there is faculty ownership of project aims;
where there is a faculty leader within the project team; where there is horizontal interaction between faculty
participants, and between faculty and support team participants; and,
where the academic developer can leverage existing relationships and collegial networks to generate a more
collegial environment.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: No
Item Status: Live Archive
Additional Information: Copyright © 2013 HERDSA and the authors. Apart from any fair dealing for the purposes of research or private study, criticism or review, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers.
Faculty / Department / School: Current - Division of Academic Services - Learning and Teaching Support
Date Deposited: 16 Sep 2013 05:25
Last Modified: 21 Jul 2017 00:48
Uncontrolled Keywords: student success; academic learning support; interconnections; project teams; higher education research
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Socio-Economic Objective: C Society > 93 Education and Training > 9304 School/Institution > 930402 School/Institution Community and Environment
URI: http://eprints.usq.edu.au/id/eprint/24058

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