Perceptions, Tensions and Expectations of Programmes for Academic and Professional Development

Jennifer S Leigh

doi:10.14297/jpaap.v5i1.220

Abstract

Academic and professional development is widely regarded as important for academics. The experience of it is explored in this paper through phenomenological interviews with academic developers and participants on one programme in a UK Higher Education Institution. The importance of a credible, holistic approach to academic and professional development is evident, with participants and staff stressing the role of these programmes in not only facilitating a route into the academy for aspiring, early career and ‘practice academics’, but also as stimulus for an interest in higher education as a legitimate discipline for research. It is concluded that an approach to the development of academics that incorporates all aspects of academic practice rather than focusing in on teaching and learning could benefit both the individuals and the students who they teach.

Highlights

As a relatively new academic developer, I am interested in the tensions that are inherent in the field
This study was brought about by my desire to bring my research into my work, and used phenomenological research methods to explore the perceptions of programmes for academic development and throw light on the expectations and tensions that are present for academic developers, and for me in my new role
This paper focuses on three main themes from the interviews: the importance of a holistic academic programme; the motivations for taking part; and the impact and value of participation as a route into the academy

Summary

Introduction

As a relatively new academic developer, I am interested in the tensions that are inherent in the field. As with many other academic developers, my route into this field was via a background in another discipline – in my case therapeutic movement education. Examining this embodied approach to education led to the development and use of a mosaic of phenomenological research methods (Leigh, 2012), and more recently an interest in how a more embodied approach might impact on developing effective reflective practice (Leigh & Bailey, 2013; Leigh, 2016). This study was brought about by my desire to bring my research into my work, and used phenomenological research methods to explore the perceptions of programmes for academic development and throw light on the expectations and tensions that are present for academic developers, and for me in my new role.

Methods

Results

Conclusion