Advancing Practice in Academic Development

<p>Within the field of academic development, the last twenty years have seen a great expansion of published research into practice and the further development of theoretical approaches. This growth in the scholarship of academic development matches a growth in the scholarship of teaching and learning. <i>Advancing Practice in Academic Development</i> draws on these evolving scholarships to advance professional practice in academic development, addressing questions such as: .</p><ul> <p> </p> <li>How have global academic developers and their units developed and changed over recent decades? </li> <p> </p> <li>How has the context in which academic development work is done altered? </li> <p> </p> <li>What have academic developers and their professional associations learnt? </li> </ul><p>Case studies and examples are used throughout the text to illustrate development scenarios and methods. Academic development is considered as, among others, a critical, a scholarly, a principled, a pragmatic, a supporting and a leadership role. This book is ideal for use on academic development courses run by SEDA and other international organisations as well as by those who have responsibility for leading the improvement of educational practice. Written in a scholarly, accessible, stimulating and practical style, this book acknowledges difficulties and offers ways forward. As well as analysing problems, it offers solutions.</p><p>Links to web sources referenced in this book can be found at www.seda.ac.uk/apad</p> <p>Chapter 1</p><p>Introduction - Some Issues in Academic Development</p><p>David Baume and Celia Popovic</p><p>Chapter 2</p><p>Identifying Needs and Opportunities for Academic Development</p><p>Charles Neame & Rachel Forsyth</p><p>Chapter 3<br>Professions and Professionalism in Teaching and Development<br><i>Stephen Bostock and David Baume</i></p><p>Chapter 4</p><p>Supporting Continuing Professional Development (CPD) for Lecturers</p><p>Ruth Pilkington </p><p>Chapter 5 </p><p>Consultancy in Academic Development</p><p>Sue Thompson</p><p>Chapter 6</p><p>Coaching and Mentoring in Academic Development <br><i>Diana Eastcott</i></p><p>Chapter 7</p><p>Supporting part-time teachers and contract faculty<br><i>Fran Beaton and Ellen Sims</i></p><p>Chapter 8</p><p>Technologies and Academic Development</p><p>Keith Smyth, Sheila MacNeill, and Peter Hartley</p><p>Chapter 9 </p><p>Quality Assurance and Quality Enhancement</p><p>Rowena Pelik</p><p>Chapter 10</p><p>"Is it working?" - Outcomes, Monitoring and Evaluation </p><p>Lorraine Stefani and David Baume</p><p>Chapter 11</p><p>Working with networks, microcultures and communities </p><p>Katarina Mårtensson & Torgny Roxå</p><p>Chapter 12</p><p>Researching Academic Development</p><p>Kathryn Sutherland and Barbara Grant</p><p>Chapter 13</p><p>Managing and Leading Change – Models and Practices</p><p>Celia Popovic and Kathryn M. Plank</p><p>Chapter 14 <br>Managing and Leading Projects and Project Teams</p><p>Nancy Turner and Peter Hartley</p><p>Chapter 15</p><p>Leading an Academic Development Unit</p><p>Julie Hall and David A. Green </p><p>Chapter 16 </p><p>Academic Development and Senior Management</p><p>Sally Brown and Shân Wareing</p><p>Chapter 17</p><p>Writing, contributing to and using institutional policies and strategies</p><p>Ian Solomonides </p><p>Chapter 18 </p><p>Futures for Academic Development</p><p>David Baume and Celia Popovic</p>