The implications of a learning and teaching professional development practices typology in Australian universities

Herbert, Katherine and van der Laan, Luke ORCID: https://orcid.org/0000-0003-2275-8974 (2021) The implications of a learning and teaching professional development practices typology in Australian universities. In: 43rd Annual Higher Education Research and Development Society of Australasia Conference (HERDSA 2021), 7-10 July 2021, Brisbane, Australia.

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Abstract

Introduction. Learning and teaching policies and professional development (PD) programs are evolving owing to economic, political and social changes that impact on the role of those who teach in Australian universities (Heinrich, 2015; Norton & Cakitaki, 2016; Penprase, 2018). This study implies that those who design and implement learning and teaching PD should have a comprehensive understanding of the change environment and academic disciplinary context. Understanding the motivations for uptake of learning and teaching PD amongst teaching academics is perhaps the key to ensuring that PD practices and strategies incorporate academics’ professional practice.

Aims. This study maps PD practices in the extant literature and serves as a steppingstone towards uncovering future-appropriate strategies based on a typology that include capacities and processes of large and small Australian universities.

Methods. The scoping review followed the Joanna Briggs Institute (JBI) method. The percentages of multidimensional attributes and how they fed into the typology were analysed using a Sankey Diagram (SD).

Results. Typological clusters were identified and a proposed typology emerged. A Venn Diagram of the learning and teaching PD practices typological clusters in Australian universities is presented.

Discussion. The typological clusters that emerged from the scoping literature review is presented as it is located within three dimensions of learning and teaching PD uptake by university academics, namely: i) motivations for university academics to engage with learning and teaching PD; ii) PD programs and practices that are evolving strategically to meet the needs of academic capabilities, thereby catering to the futures of students and their employment; iii) the location of learning and teaching PD practices within the professional practice of university academics.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: No evidence of copyright restrictions preventing deposit of Submitted Abstract.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 04 Jun 2021 02:35
Last Modified: 01 Jul 2021 06:07
Uncontrolled Keywords: professional development; academic; learning and teaching; motivations; typology
Fields of Research (2008): 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 > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390115 Work integrated learning (incl. internships)
39 EDUCATION > 3903 Education systems > 390305 Professional education and training
39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education
16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160205 Policies and development
URI: http://eprints.usq.edu.au/id/eprint/42132

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