The ‘truth’ of academic development: How did it get to be about ‘teaching and learning’?

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dc.contributor.author Barrow, Mark en
dc.contributor.author Grant, Barbara en
dc.date.accessioned 2011-11-17T05:06:48Z en
dc.date.issued 2012-09-28 en
dc.identifier.citation Higher Education Research & Development 31(4):465-477 en
dc.identifier.issn 0729-4360 en
dc.identifier.uri http://hdl.handle.net/2292/9197 en
dc.description.abstract The nature of academic development in contemporary universities has been a recent focus in the literature. Highlighting the diversity of practices that exist under its name, ‘academic development’ has been described by some as an ambiguous project and a fragmented field, while others suggest a more coherent project, pointing out a near universal concern with, in particular, teaching and learning. Through an exploration of the practices of the first academic developers in New Zealand, and a consideration of the particular institutions in which they were operating, this article draws on the work of Foucault to consider the modalities of power that were available to them. This exploration is used as a basis from which to consider the systems of truth that began to emerge as a result of the early appointees' practice, in particular their original and enduring concern with teaching and learning as objects of knowledge. en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Higher Education Research and Development en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0729-4360/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The ‘truth’ of academic development: How did it get to be about ‘teaching and learning’? en
dc.type Journal Article en
dc.identifier.doi 10.1080/07294360.2011.602393 en
pubs.issue 4 en
pubs.begin-page 465 en
pubs.volume 31 en
dc.rights.holder Copyright: 2011 HERDSA en
pubs.end-page 477 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 240760 en
pubs.org-id Education and Social Work en
pubs.org-id Critical Studies in Education en
pubs.record-created-at-source-date 2011-11-16 en


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