The longitudinal archive

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Abstract:

In a several-birds-with-one-stone maneuver, this essay addresses three questions that academic developers frequently pose and ponder: How do we measure the long-term effects of academic development initiatives on the quality of our colleagues' teaching and their students' learning? How might we, as a profession, more effectively tap into the disciplinary expertise of educational developers who have earned their PhDs in fields other than education? How can we encourage tertiary educators, especially early-career academics under pressure to focus on their research profiles, to engage in innovative teaching and sustained reflective practice? In response to these interwoven questions, I propose a novel research methodology called longitudinal archiving. Drawing upon an explicitly humanities-based (as opposed to social science) research paradigm, my paper suggests to academic developers new ways of framing, narrating and justifying what we do. Dans le cadre d'une manœuvre visant a faire d'une pierre plusieurs coups, cet article s'attaque a trois questions que se posent frequemment les conseillers pedagogiques: Comment pouvons-nous mesurer les effets a long terme d'initiatives de developpement pedagogique sur la qualite de l'enseignement de nos collegues et sur l'apprentissage des etudiants? Comment pourrions-nous, en tant que membres d'une profession, puiser plus efficacement dans l'expertise disciplinaire des conseillers pedagogiques qui ont obtenu un doctorat dans des domaines autres que les sciences de l'education ? Comment pouvons-nous encourager les enseignants du secteur tertiaire, en particulier les nouveaux enseignants universitaires devant se concentrer sur leur profil de recherche, a s'engager sur la voie de l'innovation pedagogique et de la pratique reflexive soutenue? En reponse a ces questions interreliees, je soumets l'idee d'une nouvelle methodologie de recherche intitulee: “archivage longitudinal”. S'inscrivant dans un paradigme de recherche base explicitement sur les lettres (humanities) (plutot que sur les sciences sociales), mon article suggere aux conseillers pedagogiques de nouvelles facons de cadrer, decrire et justifier ce que nous faisons.

Keywords: academic development; academic practice; archive; evaluation of academic development; longitudinal; postgraduate certificate in academic practice; teaching certificate

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/13601440802076475

Affiliations: Centre for Academic Development, University of Auckland, New Zealand

Publication date: June 1, 2008

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