Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development

Matthews, Kelly E., Lodge, Jason M. and Bosanquet, Agnes (2014) Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development. International Journal for Academic Development, 19 2: 112-124. doi:10.1080/1360144X.2012.724421


Author Matthews, Kelly E.
Lodge, Jason M.
Bosanquet, Agnes
Title Early career academic perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development
Journal name International Journal for Academic Development   Check publisher's open access policy
ISSN 1470-1324
1360-144X
Publication date 2014-04
Year available 2012
Sub-type Article (original research)
DOI 10.1080/1360144X.2012.724421
Open Access Status
Volume 19
Issue 2
Start page 112
End page 124
Total pages 13
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2013
Language eng
Abstract Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the ‘true scholar’ versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the transition to academia, particularly as the diverse pathways leading to academia often mean limited knowledge or skills in curriculum development, teaching or assessment of learning. In a quantitative study, self-identified early career academics from three Australian universities reported attitudes and perceptions of teaching and research, and involvement in academic development. The implications of their responses for academic developers are discussed in terms of institutional and disciplinary differences
Keyword Early career academics
Scholarship of teaching and learning
Scholarship of teaching and learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online 11 September 2012

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
Institute for Teaching and Learning Innovation Publications
 
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Created: Thu, 13 Sep 2012, 13:25:09 EST by Kelly Matthews on behalf of Teaching & Educational Development Institute