Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13731
Title: Foundational academic development: building collegiality across divides?
Contributor(s): Clarke, Catherine Therese (author); Reid, Jacqueline  (author)orcid 
Publication Date: 2013
DOI: 10.1080/1360144X.2012.728529
Handle Link: https://hdl.handle.net/1959.11/13731
Abstract: There is limited research into the effectiveness of non-accredited foundational courses for new academic staff. An ongoing issue is that of attention and anxiety overload in the critical first period of employment when the challenges of establishing oneself in a new collegial environment are most acute. Approaches to addressing this issue may be experienced as imposition by academic departments and new academics, while academic development staff may feel that they barely have time to 'parachute in' with survival strategies that are often at best highly generalised and at worst counter to best practice. In the present study, new academics were interviewed to gain insight into their experiences. A foundational academic programme is proposed that helps new academics cope with the challenges they face in the early stages of their employment. With this research, another question for further investigation arises: how can foundation programmes work across 'structural divides' of university departmentalism?
Publication Type: Journal Article
Source of Publication: International Journal for Academic Development, 18(4), p. 318-330
Publisher: Routledge
Place of Publication: London, United Kingdom
ISSN: 1360-144X
1470-1324
Field of Research (FOR): 130103 Higher Education
130313 Teacher Education and Professional Development of Educators
130304 Educational Administration, Management and Leadership
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Science and Technology

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