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Opening up spaces for collegial, collaborative academic development practice within a strategic, centrally coordinated team-based support model

机译：在基于团队的战略性，集中协调的支持模型中，为大学的协作式学术发展实践提供空间

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摘要

Academic development units do not always determine the orientation of their professional activity. This paper showcases an initiative to implement an institution-wide strategic, project and team-based, faculty support model in a regional, Australian university. The institution wished to broaden the impact of the academic development unit across five faculties and address growing staff need related to e-learning. Learning Innovation Teaching Enhancement(LITE) teams include academic developers, librarians, e-learning support and others. They work with faculty colleagues on learning and teaching projects, targeting improvement at the degree and discipline level. This study uses a participatory action research, mixed-methods approach to evaluate both the effectiveness of our centrally coordinated model, and our capacity to retain successful aspects of our previous practice, such as situatedness and collegiality. This stage of the evaluation locates our support model within existing academicdevelopment practice and assesses its alignment with good practice principles outlined in relevant literature. Based on a preliminary analysis of group reflection, faculty uptake, success of project outcomes and survey data I conclude that LITE team projects can be an effective model for academic development. This initial evaluation also suggests that individual team projects tend to open up more collegial academic development spaces under the following conditions: where there is faculty ownership of project aims; where there is a faculty leader within the project team; where there is horizontal interaction between facultyparticipants, and between faculty and support team participants; and, where the academic developer can leverage existing relationships and collegial networks to generate a morecollegial environment.
机译：学术发展部门并不总是确定其专业活动的方向。本文展示了在澳大利亚一所地区性大学中实施全机构战略，项目和团队型教师支持模式的计划。该机构希望扩大五个学院的学术发展部门的影响力，并解决与电子学习有关的不断增长的员工需求。学习创新教学增强（LITE）团队包括学术开发人员，图书馆员，电子学习支持等。他们与教职员工合作进行学习和教学项目，以提高学位和学科水平为目标。本研究使用参与式行动研究，混合方法方法来评估我们的中央协调模型的有效性，以及我们保留先前实践的成功方面（如环境和合议制）的能力。评估的这一阶段将我们的支持模型定位在现有的学术发展实践中，并评估其与相关文献中概述的良好实践原则的一致性。基于对小组反思，教师吸收，项目成果成功和调查数据的初步分析，我得出结论，LITE团队项目可以成为学术发展的有效模型。初步评估还表明，在以下情况下，个人团队项目倾向于开辟更多的大学学术发展空间：拥有项目目标的教职员工；项目团队中是否有教职负责人；教职员工之间，教职员工与支持团队参与者之间存在横向互动的地方；以及学术开发人员可以利用现有关系和大学网络来产生更加大学环境的地方。

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    Hammer Sara;

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  • 年度 2013
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  • 正文语种 {"code":"en","name":"English","id":9}
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