A holistic framework for developing excellent academic practice

Ruth Pickford

Abstract


This article outlines an original and practical framework that synoptically integrates the factors underpinning a strategic approach to developing excellent academic practice (DEAP) within an institution.

It considers recent developments driving development of excellence in academic practice and describes a practical model based on the requirements of the sector, the needs of institutions and the perspectives and goals of staff that can be used to meet the desires of the various stakeholders.

The frameworks philosophy is that outcomes depend upon three factors: individual colleagues attributes at different stages of their career; the opportunities provided at each career stage to develop academic practice; and the agency of the colleague and the institution to engage with one another behaviourally, emotionally and/or cognitively to align these attributes and opportunities.

The framework is likely to be of practical use to all staff engaged in developing their own or others academic practice, while at the same time offering a theoretical framework for scholarship.


Keywords


Opportunities; Engagement; Academic Practice; Organisational Learning; Excellence

Full Text:

PDF

References


Becher, T. (1989) Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Buckingham: Open University Press/SRHE. ISBN. 978-0335206278.

Blackmore, P. and Kandiko, C.B. (2011) ‘Motivation in academic life: a prestige economy.’ Research in Post-Compulsory Education, 16(4), 399-411. Available at: https://www.tandfonline.com/doi/abs/10.1080/13596748.2011.626971 (Accessed: 29 October 2018).

Brew, A. (2007) ‘Integrating research and teaching: Understanding excellence.’ In: Skelton, A. (ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice. Abingdon, Oxon: Routledge. ISBN. 978-1138973206.

Brew, A. (2011) ‘Higher education research and the scholarship of teaching and learning: The pursuit of excellence.’ International Journal for the Scholarship of Teaching and Learning, 5(2), 3. Available at: https://digitalcommons.georgiasouthern.edu/ij-sotl/vol5/iss2/3/ (Accessed: 29 October 2018).

Burton, C., Buchan, L. and Tarleton, R. (2015) Engagement and wellbeing: An integrated model, Designed4Success. Available at: https://engageforsuccess.org/wp-content/uploads/2015/12/Engagement-and-Wellbeing-Dec-15.pdf (Accessed: 29 October 2018).

Clegg, S. and Rowland, S. (2010) ‘Kindness in pedagogical practice and academic life.’ British Journal of Sociology of Education, 31(6), 719-735. Available at: https://www.tandfonline.com/doi/full/10.1080/01425692.2010.515102 (Accessed: 29 October 2018).

Gordon, E. (2000) Integrative neuroscience: Bringing together biological, psychological and clinical models of the human brain. Singapore: Harwood Academic Publishers. ISBN. 978-9058230553.

Gunn, V. and Fisk, A. (2013) Considering teaching excellence in higher education: 2007-2013: A literature review since the CHERI Report 2007. Project Report. York: Higher Education Academy. Available at: http://eprints.gla.ac.uk/87987/1/87987.pdf (Accessed: 29 October 2018).

Kahn, W.A. (1990) ‘Psychological conditions of personal engagement and disengagement at work.’ Academy of Management Journal, 33(4), 692-724. Available at: https://journals.aom.org/doi/abs/10.5465/256287 (Accessed: 29 October 2018).

Land, R. (2004) Educational development: Discourse, identity and practice. Maidenhead. Society for Research into Higher Education and Open University Press. ISBN. 978-0335213283.

Little, B. and Locke, W. (2011) ‘Conceptions of excellence in teaching and learning and implications for future policy and practice.’ In: Rostan and Vaira, M. (eds.) Questioning Excellence in Higher Education: Policies, Experiences and Challenges in National and Comparative Perspective.

Rotterdam: Sense Publishers. ISBN. 978-9460916403.

Office for Students (2018) Office for Students Strategy 2018 to 2021. OfS,18, 30th April 2018. Available at: https://www.officeforstudents.org.uk/publications/office-for-students-strategy-2018-to-2021/ (Accessed: 29 October 2018).

Pickford, R. (2016) ‘Student engagement: Body, mind and heart – a proposal for an embedded multi-dimensional student engagement framework.’ Journal of Perspectives in Applied Academic Practice. 4 (2). ISSN 2051-9788. DOI: 10.14297/jpaap.v4i2.198. Available at: https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/198/pdf (Accessed: 29 October 2018).

Pickford, R. (2017) Reinventing the wheel: A blueprint for supporting course teams to develop teaching excellence. Opening Keynote Address, 22nd Annual SEDA Conference, Cardiff, 16th-17th November 2017. Slides available at: https://www.slideshare.net/seda_uk_/ruth-pickford (Accessed: 29 October 2018).

Pickford, R. (2018) ‘A blueprint for teaching excellence.’ Journal of Perspectives in Applied Academic Practice, 6(1). Available at: https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/299/435 (Accessed: 29 October 2018).

Pickford, R. and Brown, S. (2013) ‘Themes, orientations, synergies and a shared agenda: The first 20 years of the SEDA series of books.’ Innovations in Education and Teaching International, 50(4). Available at: https://www.tandfonline.com/doi/full/10.1080/14703297.2013.839390 (Accessed: 29 October 2018).

Saks, A.M. (2006) ‘Antecedents and consequences of employee engagement.’ Journal of Managerial Psychology, 21(7), 600-619. Available at: https://www.emeraldinsight.com/doi/full/10.1108/02683940610690169 (Accessed: 29 October 2018).




DOI: https://doi.org/10.21100/compass.v11i2.933

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Compass: Journal of Learning and Teaching