Fresh thinking about academic development: Authentic, transformative, disruptive?

Daphne Loads, Fiona Campbell

    Research output: Contribution to journalArticlepeer-review


    We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal secondment of faculty to ADUs. We report our findings from a sector-wide survey of Scottish higher education institutions and a series of in-depth interviews with secondees and their managers in two Scottish universities. We recommend further investigations to identify new ways of enacting authentic, practice-based, transformative, and disruptive academic development.
    Original languageEnglish
    Pages (from-to)1-15
    Number of pages15
    JournalInternational Journal for Academic Development
    Early online date22 Sep 2015
    Publication statusPublished - 2015


    • academic development
    • internal secondment
    • authentic
    • disruptive
    • transformative


    Dive into the research topics of 'Fresh thinking about academic development: Authentic, transformative, disruptive?'. Together they form a unique fingerprint.

    Cite this