Kinash, Shelley and Wood, Kayleen (2013) Academic developer identity: how we know who we are. International Journal for Academic Development, 18 (2). pp. 178-189. ISSN 1360-144X
Abstract
This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to describe the recursive informing of academic development and developer identities. The presentation of implications positions
academic developers as higher education leaders.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Files associated with this item cannot be displayed due to copyright restrictions. |
| Faculty/School / Institute/Centre: | No Faculty |
| Faculty/School / Institute/Centre: | No Faculty |
| Date Deposited: | 17 Aug 2017 23:36 |
| Last Modified: | 21 Aug 2017 01:53 |
| Uncontrolled Keywords: | academic developer; identity; self-concept theory; appreciative inquiry |
| Fields of Research (2008): | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| Fields of Research (2020): | 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators |
| Identification Number or DOI: | https://doi.org/10.1080/1360144X.2011.631741 |
| URI: | http://eprints.usq.edu.au/id/eprint/32982 |
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