Journal article
Supporting academic development during curriculum change: a co-operative inquiry of identity and engagement
International Journal For Academic Development, Vol.30(3), pp.350-363
2025
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Source: InCites
Abstract
This paper investigates the impact of institution-wide curriculum reform on a multi-disciplinary group of teaching-focused aca-demics. Using the participatory action research method of co-operative inquiry, the study contributes several insights for supporting academic development during curriculum change. It highlights that teaching focused academics place high value on student engagement as both a driver and consequence of their teaching during curriculum reforms. The inquiry also demonstrates how shifting perceptions of student engagement can precipitate concomitant shifts in academic teaching identities. We conclude that collaborative reflection is invaluable for developing identity, enhancing agency and assisting academics to navigate the complexities of curriculum reform.
Details
- Title
- Supporting academic development during curriculum change: a co-operative inquiry of identity and engagement
- Creators
- Sharon Nisbet - Southern Cross UniversityElizabeth Goode - Southern Cross UniversityErica Russ - Southern Cross UniversityJohn Haw - Southern Cross UniversityRobert Rollin - Southern Cross UniversityJohanna Nieuwoudt - Southern Cross University
- Publication Details
- International Journal For Academic Development, Vol.30(3), pp.350-363
- Publisher
- Routledge
- Identifiers
- 991013263511002368
- Copyright
- © 2025 Informa UK Limited, trading as Taylor & Francis Group
- Academic Unit
- Management; SCU College; Social Work; Faculty of Business, Law and Arts; Office of the PVC (Academic Quality); Faculty of Health
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT