Researcher–led academic development

Kinchin Ian, Marion Heron, Anesa Hosein, Simon Lygo-Baker, Emma Medland, Dawn Morley, Naomi Winstone

    Research output: Contribution to journalArticle

    Abstract

    In this study, members of a higher education department explore their research activity and how it influences their practice as academic developers in a research-led institution. While the research activities of the team members appear diverse, they are all underpinned by a shared set of professional values to provide an anchor for these activities. Research-as-pedagogy and the relationship between the discourses of research and teaching are explored using Bernstein’s knowledge structures. The authors conclude that differences in research focus (horizontal discourse) provide dynamism across a department and that stability is provided through the underpinning core values inherent in the vertical discourse.
    Original languageEnglish
    Pages (from-to)339-354
    JournalInternational Journal for Academic Development
    Volume23
    Issue number4
    DOIs
    Publication statusPublished - 3 Oct 2018

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    Ian, K., Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Morley, D., & Winstone, N. (2018). Researcher–led academic development. International Journal for Academic Development, 23(4), 339-354. https://doi.org/10.1080/1360144X.2018.1520111