TY - JOUR
T1 - Teaching philosophies revalued
T2 - beyond personal development to academic and institutional capacity building
AU - Ruge, Gesa
AU - Schoenwetter, Dieter J.
AU - McCormack, Coralie
AU - Kennelly, Robert
N1 - Funding Information:
This research was supported by the Educational Developers Caucus (EDC), Canada. Initial findings were presented at the 2019 Conferences held by STLHE (Society for Teaching and Learning in Higher Education, Canada) and HERDSA (Higher Education Research and Development Society Australasia). The feedback from educational developers at subsequent workshops has also contributed to this paper. The authors would further like to acknowledge the contribution and professional support provided by the research assistant Nicole Gareau–Wilson, from the University of Manitoba.
Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - This research investigates the value of teaching philosophies (TP) for today’s academics and their institutions. It offers a new framework to enhance academic development, personal resilience, and institutional capacity building. Since the 1990s, TPs have been formalised as personally constructed and reflectively written statements of educational values, beliefs, and practices. Whereas within universities, TPs have been institutionalised for academic performance reviews, awards, and promotions. In-depth personal interviews on TPs and their value on personal journeys and institutional experiences were conducted with academics from Australia and Canada. The findings highlight the value and future potential of TPs beyond a formulaic role.
AB - This research investigates the value of teaching philosophies (TP) for today’s academics and their institutions. It offers a new framework to enhance academic development, personal resilience, and institutional capacity building. Since the 1990s, TPs have been formalised as personally constructed and reflectively written statements of educational values, beliefs, and practices. Whereas within universities, TPs have been institutionalised for academic performance reviews, awards, and promotions. In-depth personal interviews on TPs and their value on personal journeys and institutional experiences were conducted with academics from Australia and Canada. The findings highlight the value and future potential of TPs beyond a formulaic role.
KW - Academic development
KW - individual and institutional capacity building
KW - resilience
KW - teaching philosophy
UR - http://www.scopus.com/inward/record.url?scp=85115057857&partnerID=8YFLogxK
U2 - 10.1080/1360144X.2021.1963735
DO - 10.1080/1360144X.2021.1963735
M3 - Article
SN - 1360-144X
VL - 28
SP - 59
EP - 73
JO - International Journal for Academic Development
JF - International Journal for Academic Development
IS - 1
ER -