Dear Colleagues,
Thanks to everyone who responded to my previous question (see below). For those who might be interested, here is a brief summary of the information I received:
International Journal of Academic Development Vol 7 No. 2: the whole edition is devoted to these type of issues.
Clegg, S., Tan, J. & Saeideh, S. (2002), Reflecting or acting? Reflective
practice and continuing professional development in higher education,
Reflective Practice, 3, (1), see
http://www.educationarena.com/educationarena/sample/sample_pdfs4/crep3_1.pdf
Cope, C. & Ward, P. (2002), Integrating learning technology into
classrooms: the importance of teachers' perceptions, Education, Technology
& Society, 5, (1), see http://ifets.gmd.de/periodical/Vol_1_2002/cope.html
Lee, J. (2001), Instructional support for distance education and faculty
motivation, commitment, satisfaction, British Journal of Educational
Technology, 32, (2), 153-160
Mackenzie, N. & Staley, A. (2001), Online professional development for
academic staff: putting the curriculum first, Innovations in Education and
Teaching International, 38, (1), 42-53
Steel, J. & Hudson, A. (2001), Educational technology in learning and
teaching: the perceptions and experiences of teaching staff, Innovations in
Education and Teaching International, 38, (2), 103-111
There are a couple of other slightly tangential things that may help:
Gosling, D. (2001), Educational Development Units in the UK - what are they
doing five years on? International Journal for Academic Development, 6,
(1) [note this is updated from a 1996 paper, the reference to which will
be in this paper]
Land, R. (2001), Agency, Context and Change in academic development,
International Journal for Academic Development, 6, (1)
Some less formal material is available from
http://sh.plym.ac.uk/eds/effects/ This is an old TLTP3 project web site,
somewhat out of date, but you may find the annual and evaluation reports
useful. The site is currently being reconstituted and will go live at
www.elt.ac.uk early in the new academic year.
Additionally, some work has been completed on Social Policy lecturers which will be published shortly, and some other researchers are hoping to look at exactly this question in a couple of specific institutions. Finally, an event is being held in September to address this and the concept of engagement in educational development further with a view to producing a book.
Best wishes,
Helen
~~~~~~~~~~~~~~~~~~~~~~
Dr Helen L King AFSEDA
Manager: LTSN-GEES
Tel: +44 (1752) 233 532
Fax: +44 (1752) 233 534
Email: [log in to unmask]
http://www.gees.ac.uk/
~~~~~~~~~~~~~~~~~~~~~~~
>Dear Colleagues,
>
>Does anybody know of any research that has been published (e.g. in
>journals or books) on how HE academics engage in professional development?
>I have heard a lot of anecdotal evidence about the fact that academics
>will tend to chat to their colleagues 'over coffee' about curriculum
>development, 'problems' in the classroom etc. (rather than approaching
>their EDU, LTSN etc.), and that very few have a chance to read much (if
>any) learning and teaching literature. However, I'm not aware of any
>academic development research that has been done to back this up (though I
>believe Duna Sabri at Oxford was doing some doctoral research on this type
>of thing). Can anyone offer any references?
>
>Thanks for your help,
>Helen
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