Do Academic Developers' Conceptions Support an Integrated Academic Practice? A Comparative Case Study from Hong Kong and Singapore

Autor/inn/en	Zou, Tracy X. P.; Geertsema, Johan
Titel	Do Academic Developers' Conceptions Support an Integrated Academic Practice? A Comparative Case Study from Hong Kong and Singapore
Quelle	In: Higher Education Research and Development, 39 (2020) 3, S.606-620 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zou, Tracy X. P.) ORCID (Geertsema, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1685948
Schlagwörter	Cross Cultural Studies; Comparative Education; Foreign Countries; Teaching Methods; Learning Processes; Educational Development; Universities; Case Studies; Educational Quality; Educational Researchers; College Faculty; Hong Kong; Singapore + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsentwicklung; University; Universität; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Fakultät; Hongkong; Singapur
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01