Academic development as educational inquiry? Insights from established practices

• Published in: The international journal for academic development Vol. 17; no. 1; pp. 33 - 45
• Main Authors: van Hattum-Janssen, Natascha, Morgado, José Carlos, Vieira, Flávia
• Format: Journal Article
• Language: English
• Published: London Routledge 01.03.2012; Taylor & Francis Ltd
• Subjects: academic development; Colleges & universities; Criticism; Education policy; educational inquiry; Educational Policy; Educational Practices; Educational Research; Evaluation; Foreign Countries; Higher Education; Inquiry; Interviews; pedagogical vision; Pedagogy; Portugal; Scholarship; scholarship of teaching and learning; Semi Structured Interviews; Teaching; Universities; Portugal; United States > US
• ISSN: 1360-144X; 1470-1324
• DOI: 10.1080/1360144X.2011.594511

If academic development is to contribute to (re)shaping the purposes and means of pedagogy in higher education, then it has to be based on educational inquiry, for only inquiry will allow us to undertake a critical analysis of educational policies, practices and beliefs with the goal of transforming them. However, the conditions under which academic development units (ADUs) operate may hinder rather than foster educational inquiry. This is the issue we explore in this paper on the basis of a small-scale, interview-based study that was conducted in six well-established ADUs at universities in the USA. By looking at how these units work, we gained insights into paradoxes and tensions that seem to indicate that educational inquiry cannot play a significant role within them, even though these units act as catalysts for the enhancement of teaching in the academic milieu. We should ask whether ADUs are appropriate sites for educational inquiry and whether they can contribute to (re)shaping the higher education landscape.