Teaching philosophies revalued: beyond personal development to academic and institutional capacity building

Gesa Ruge; Dieter J. Schoenwetter; Coralie McCormack; Robert Kennelly

doi:10.1080/1360144X.2021.1963735

Teaching philosophies revalued: beyond personal development to academic and institutional capacity building

Gesa Ruge, Dieter J. Schoenwetter, Coralie McCormack, Robert Kennelly

Canberra Business School

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Pages (from-to)	1-16
Number of pages	16
Journal	International Journal for Academic Development
DOIs	https://doi.org/10.1080/1360144X.2021.1963735
Publication status	E-pub ahead of print - 15 Sep 2021

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10.1080/1360144X.2021.1963735Licence: CC BY

ArticleFinal published version, 0.98 MBLicence: CC BY

Cite this

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