Abstract
ABSTRACT Business education has had limited discussion on professional development for academics. Given the increasing focus on the quality of teaching and learning in higher education, we investigate how academics conceptualise professional development. This has important implications since one’s conceptions of a phenomenon can influence subsequent approaches. Few phenomenographic studies have investigated academics’ conceptions of professional development. Our study asked business academics a typical phenomenograhic question: what does professional learning and development mean to you? Our participants conceptualised it in four qualitatively different ways: continual growth mindset; student-centric mindset; knowledge-sharing mindset; and purpose-oriented mindset. We discuss the implications of these mindsets for designing professional development in higher education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
