This study attempts to explore changes in teaching conceptions after a transnational project to introduce new pedagogical methods in Indonesia. The project involved a consortium of European universities as mentors and Indonesian universities as mentees, piloting methods based on a student-centred learning approach. We analysed vignettes from the…

In this paper, we propose a model for cultivating trust through academic development programming involving Universal Design for Learning (UDL). A scaffolded design called 5R (Relevance, Reposition, Relationships, Reciprocity, and Reallocate) of academic development is described as it relates to the role of starting conversations and the eventual…

This reflection centres on how existing tensions in academic development work were magnified and challenged as competing imperatives sought to (re)define the roles of academic developers at a UK university during the pandemic in 2020. In a situation of heightened anxiety amongst all stakeholders, issues relating to professional agency, expertise,…

Over the past two years, four research-intensive universities in the UK have appointed senior academic leaders from academic development backgrounds, a new phenomenon in this sector of UK higher education that may suggest a changing pattern. This study interviewed these four leaders to explore what the appointment means for their academic…

In this article, we examine the "entrepreneurial self" as a response to prevailing neoliberalism in higher education. We draw on positioning theory to explore a case study of an academic language and learning (ALL) advisor at an Australian university. ALL advisors work closely with students and academic teaching staff to develop teaching…

This study explores reflections from academics (N = 13) from 12 higher education institutions in eight countries who relied on informal conversations in an online community of practice to switch to emergency remote teaching during the COVID-19 pandemic. In the absence of formal academic development, they needed to develop themselves in…

Drawing on the qualitative research interview, the authors propose the Educational Development Interview is an important but understudied form of significant conversation and educational development practice. By summarizing types of interviews from educational development literature, and describing our recent use of interviews for producing videos…

We interviewed 13 university teachers who research their teaching practices or their students' learning to identify how they understood their development as teachers. We interpreted recurring themes within the data as three ways of conceptualising university teachers' development as teachers. We use a theoretical model to arrange these…

Turbulent times in academia have resulted in a workforce that is stressed and overworked. In this reflection on practice, I propose that taking an integrated coaching approach to academic development can support academics in making sense of their whole congruent self and how their roles in teaching, research, leading, and living fit together. I…

This article is situated in the context of an intensified discourse within which academic developers are being asked to provide evidence of impact, and argues that theoretical models currently used are imprecise and fail to capture the variation in outcomes from professional development activities. Through reference to previous research on how…

Academic developers play a key role in advancing instructor engagement in the Scholarship of Teaching and Learning (SoTL) at their higher education institutions, but face structural and epistemological isolation. To leverage the knowledge and experience of developers leading SoTL efforts at their respective institutions, a group of academic…

While the literature acknowledges the central role of academics in internationalization of the curriculum (IoC), little has been published regarding training of academic developers themselves to support IoC initiatives. However, higher education institutions around the globe are responding to strategic demands for IoC that prepare students as…

This paper explores creative educational development by asking what it is or might become. It is based on a singular pedagogical process within the fields of arts, design, and architecture in higher education. The exploration is framed by Gilles Deleuze's philosophy of difference, which allows for a movement beyond educational certainties that…

Rapid changes in the Higher Education (HE) sector are increasing the pressure on teaching staff to introduce technology-enhanced learning experiences into the curriculum. Institutions therefore need to provide effective means of enabling academics to successfully transition to these new modes of curriculum delivery. This paper reports on an…

Recent studies show that the character, function and goals of educational development units (EDUs) in many countries are undergoing a shift, and they now tend to support universities and learning in a more comprehensive way. The status of Spanish EDUs, however, has not been studied in detail. The aim of this article is to describe the current…