Growing and Developing as an Academic | Implications for Academic Development and Academic Practice

Gerlese S. Åkerlind

ISBN 10: 3843380481 / ISBN 13: 9783843380485

Published by LAP LAMBERT Academic Publishing, 2011

About this Item

Growing and Developing as an Academic | Implications for Academic Development and Academic Practice | Gerlese S. Åkerlind | Taschenbuch | 180 S. | Englisch | 2011 | LAP LAMBERT Academic Publishing | EAN 9783843380485 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Seller Inventory # 107002822

Bibliographic Details

• Title: Growing and Developing as an Academic | Implications for Academic Development and Academic Practice
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2011
• Language: English
• ISBN 10: 3843380481
• ISBN 13: 9783843380485
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 12D millimeters 220 millimeters width by 150 millimeters height by 12 millimeters depth
• Weight: 286 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

This book explores the meaning of growing and developing as an academic, as experienced by academics themselves. It discusses the implications of this for our understanding of the nature of academic development and academic practice, in terms of what it means to be an academic, engage in academic work and grow as an academic over time. The research presented is based on intensive interviews with 28 academics, all on teaching and research appointments in a research-intensive university in Australia. A phenomenographic research approach was employed. Phenomenography provides a methodology for investigating variation in human meaning or experience of essentially the same phenomena, such as ‘growing as an academic’. The primary question addressed in this book is, “How do academics experience and understand their own growth and development?” This is complemented by an investigation of development as a university teacher in particular, plus an analysis of relationships between the different understandings of development that emerged, and the opportunities and constraints on growth afforded by each of the understandings.

About the Author

Gerlese Åkerlind is Professor and Director of the Teaching and Learning Centre at the University of Canberra, an Adjunct Professor of the Australian National University and Honorary Research Associate of Oxford University. She is known for her expertise in phenomenographic research and publications into the nature of academic practice.