Optimising disruptive approaches: extending academic roles and identities in higher education

Responding to the changing landscape of higher education (HE) requires the development and implementation of flexible and imaginative approaches to continually inspire, engage and support academics and professional services staff in delivering high quality student-centred learning experiences. At Bo...

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Autores principales:	Anne Quinney, Carly Lamont, David Biggins, Debbie Holley
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2017
Materias:	academic roles academic identities education innovation leading change Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/e77a1e11405448549d288d85358c3bca
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spelling	oai:doaj.org-article:e77a1e11405448549d288d85358c3bca2021-11-29T14:02:58ZOptimising disruptive approaches: extending academic roles and identities in higher education10.47408/jldhe.v0i12.4171759-667Xhttps://doaj.org/article/e77a1e11405448549d288d85358c3bca2017-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/417https://doaj.org/toc/1759-667XResponding to the changing landscape of higher education (HE) requires the development and implementation of flexible and imaginative approaches to continually inspire, engage and support academics and professional services staff in delivering high quality student-centred learning experiences. At Bournemouth University (BU), the cross-university Centre for Excellence in Learning (CEL) was created to promote, support and co-ordinate pedagogic initiatives and embed the explicit valuing of teaching and learning into all aspects of university life. It represents a collaborative, inter-disciplinary and trans-disciplinary model with multiple stakeholder voices. Operationalised through the secondment of academics two days a week, and taking a thematic approach, Theme Leaders 'bid' for the secondment, and drive forward an agreed agenda. The BU 'Fusion' corporate strategy promotes clear links between Pedagogy, Professional Practice and Research, complemented by the current CEL themes of: Employability; Innovation in Technology Enhanced Learning and Innovative Pedagogies; Assessment and Feedback. We believe that the sustainability and creativity required to deliver this agenda are promoted through the building of strong networks, the sharing of challenges and the collaborative development of solutions, however, as academics moving into the realms of learning development, our roles and identities are constantly being challenged, contested, and reframed by the responses of peers, students and our wider disciplinary roots. This paper offers a model for mapping and managing change and optimising these and other 'disruptive' practices within HE institutional settings, and considers the flexible and blended academic identities that facilitate this approach. Anne QuinneyCarly LamontDavid BigginsDebbie HolleyAssociation for Learning Development in Higher Education (ALDinHE)articleacademic rolesacademic identitieseducation innovationleading changeTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 12 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic roles academic identities education innovation leading change Theory and practice of education LB5-3640
spellingShingle	academic roles academic identities education innovation leading change Theory and practice of education LB5-3640 Anne Quinney Carly Lamont David Biggins Debbie Holley Optimising disruptive approaches: extending academic roles and identities in higher education
description	Responding to the changing landscape of higher education (HE) requires the development and implementation of flexible and imaginative approaches to continually inspire, engage and support academics and professional services staff in delivering high quality student-centred learning experiences. At Bournemouth University (BU), the cross-university Centre for Excellence in Learning (CEL) was created to promote, support and co-ordinate pedagogic initiatives and embed the explicit valuing of teaching and learning into all aspects of university life. It represents a collaborative, inter-disciplinary and trans-disciplinary model with multiple stakeholder voices. Operationalised through the secondment of academics two days a week, and taking a thematic approach, Theme Leaders 'bid' for the secondment, and drive forward an agreed agenda. The BU 'Fusion' corporate strategy promotes clear links between Pedagogy, Professional Practice and Research, complemented by the current CEL themes of: Employability; Innovation in Technology Enhanced Learning and Innovative Pedagogies; Assessment and Feedback. We believe that the sustainability and creativity required to deliver this agenda are promoted through the building of strong networks, the sharing of challenges and the collaborative development of solutions, however, as academics moving into the realms of learning development, our roles and identities are constantly being challenged, contested, and reframed by the responses of peers, students and our wider disciplinary roots. This paper offers a model for mapping and managing change and optimising these and other 'disruptive' practices within HE institutional settings, and considers the flexible and blended academic identities that facilitate this approach.
format	article
author	Anne Quinney Carly Lamont David Biggins Debbie Holley
author_facet	Anne Quinney Carly Lamont David Biggins Debbie Holley
author_sort	Anne Quinney
title	Optimising disruptive approaches: extending academic roles and identities in higher education
title_short	Optimising disruptive approaches: extending academic roles and identities in higher education
title_full	Optimising disruptive approaches: extending academic roles and identities in higher education
title_fullStr	Optimising disruptive approaches: extending academic roles and identities in higher education
title_full_unstemmed	Optimising disruptive approaches: extending academic roles and identities in higher education
title_sort	optimising disruptive approaches: extending academic roles and identities in higher education
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2017
url	https://doaj.org/article/e77a1e11405448549d288d85358c3bca
work_keys_str_mv	AT annequinney optimisingdisruptiveapproachesextendingacademicrolesandidentitiesinhighereducation AT carlylamont optimisingdisruptiveapproachesextendingacademicrolesandidentitiesinhighereducation AT davidbiggins optimisingdisruptiveapproachesextendingacademicrolesandidentitiesinhighereducation AT debbieholley optimisingdisruptiveapproachesextendingacademicrolesandidentitiesinhighereducation
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Optimising disruptive approaches: extending academic roles and identities in higher education

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