Educational development units: A cross-cultural perspective

Moses I. (1987) Educational development units: A cross-cultural perspective. Higher Education, 16 4: 449-479. doi:10.1007/BF00129116

Author Moses I.
Title Educational development units: A cross-cultural perspective
Journal name Higher Education   Check publisher's open access policy
ISSN 0018-1560
Publication date 1987-01-01
Sub-type Article (original research)
DOI 10.1007/BF00129116
Volume 16
Issue 4
Start page 449
End page 479
Total pages 31
Publisher Kluwer Academic Publishers
Subject 2602 Algebra and Number Theory
Abstract This paper examines the institutionalisation of educational development in universities in Australia, Britain, USA, West Germany and Sweden. Centres for staff, instructional, educational or academic development were established in these countries in the sixties and seventies, following expansion of the higher education systems. But the triggers for the establishment in each country were different, as are the institutional integration of centres and provisions in general. The institutional reward systems in all of these countries favour research performance over excellence in teaching, regardless of whether the universities see themselves as research or teaching centred. In Australia, educational development has been institutionalised to the highest degree; most of the universities have centres with permanent staff, some of whom are tenured faculty with a research and development function. In Britain there has been strong national support for training of university teachers and individual universities are providing this in a larger variety of settings. In the USA institutionalisation has taken many forms. But educational development is also funded on a short term basis, and due to the ample availability of grants there is continuous experimentation and influx of new people. In Germany the original connection between university reforms and educational development centres and the strong research orientation of universities has put these centres into a vulnerable position and limits their effectiveness. In Sweden central legislation provides for compulsory teacher training in the universities, but much of the general educational development work is organised centrally. The importance of educational development is generally acknowledged in these countries, its effectiveness largely accepted in faith.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
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Created: Tue, 05 Jul 2016, 14:09:54 EST by System User