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The 'messy' business of academic developers leading other academic developers: critical reflection on a curriculum realignment exercise

Citation

Thomas, S and Cordiner, M, The 'messy' business of academic developers leading other academic developers: critical reflection on a curriculum realignment exercise, International Journal for Academic Development, 19, (4) pp. 293-304. ISSN 1360-144X (2014) [Refereed Article]

Copyright Statement

Copyright 2014 Taylor & Francis

DOI: doi:10.1080/1360144X.2014.895732

Abstract

Little has been written about academic developers (ADs) working in teams leading other ADs. This paper chronicles the experience of a group of ADs in one Australian university working on a curriculum realignment exercise. Unexpectedly the dominant theme in participants’ reflections was group dynamics, not the process. We were confronted by unstated assumptions about ADs working collaboratively and shocked to realise that ADs, like academics, resist change. Our interpretation of that ‘resistance’ was a salutary reminder of the extent to which academic development work reflects broader social, political, and institutional contexts and discourses. Parallels between this context and ADs working with academics are drawn.

Item Details

Item Type:Refereed Article
Keywords:change agent; change recipient; emotions; identity; leadership; resistance
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Assessment and Evaluation of Curriculum
Author:Thomas, S (Dr Sharon Thomas)
ID Code:89760
Year Published:2014
Deposited By:Education
Deposited On:2014-03-14
Last Modified:2017-06-23
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