Do academic developers' conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore

Do academic developers' conceptions support an integrated academic practice? A comparative case study from Hong Kong and Singapore

• Zou, Tracy X. P. The University of Hong Kong
• Geertsema, Johan National University of Singapore

Higher Education Research and Development, 39(3), 606-620, 2020

Routledge

2020

• Q 教育體系與各級學校
  • QG 成人教育、終身及延續教育
    • QGB 專業持續教育
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

Academic Developers Academic Development Scholarship of Teaching and Learning Teaching and Research Integration

• Hong Kong
• Singapore

• 1997.7 onwards

• 未指定或無法歸類

Academic development (AD) is increasingly being oriented towards an integrated approach to academic practice (AP), given arguments for the importance of integrating research, learning, and teaching. Given the complex and evolving character of AD as a profession, it is important to understand the conceptions of AD held by academic developers, who can play a key role in supporting conditions for such integration. This comparative case study explores conceptions of AD and the scholarship of teaching and learning (SoTL) held by academic developers at two universities in Hong Kong and Singapore, and examines the extent to which these conceptions support an integrated AP. The findings show that not all conceptions recognise the importance of integration; moreover, though in both cases aspects of integration come to the fore, there are gaps that militate against a fuller understanding of integrating teaching and research. The study has implications for future AD practice and raises questions about using SoTL as a means of fostering teaching and research integration. Copyright ©Routledge.

• 英文

期刊論文

• 07294360

https://bibliography.lib.eduhk.hk/tc/bibs/0ac9c133

2021-04-13