The Role of Academic Developers in Embedding High-Impact Undergraduate Research and Inquiry in Mainstream Higher Education: Twenty Years' Reflection
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| Title: | The Role of Academic Developers in Embedding High-Impact Undergraduate Research and Inquiry in Mainstream Higher Education: Twenty Years' Reflection |
|---|---|
| Language: | English |
| Authors: | Healey, Mick (ORCID |
| Source: | International Journal for Academic Development. 2018 23(1):52-64. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Undergraduate Students, Student Research, Inquiry, Higher Education, Foreign Countries, Reflection |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/1360144X.2017.1412974 |
| ISSN: | 1360-144X |
| Abstract: | The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental practices and policies; institutional practices and policies; and national and international practices and policies. Drawing on our experiences over the last 20 years, we discuss the widening of academic development practice and consider who are the academic developers when it comes to embedding undergraduate research and inquiry in mainstream higher education. |
| Abstractor: | As Provided |
| Number of References: | 58 |
| Entry Date: | 2018 |
| Accession Number: | EJ1168059 |
| Database: | ERIC |
| Abstract: | The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental practices and policies; institutional practices and policies; and national and international practices and policies. Drawing on our experiences over the last 20 years, we discuss the widening of academic development practice and consider who are the academic developers when it comes to embedding undergraduate research and inquiry in mainstream higher education. |
|---|---|
| ISSN: | 1360-144X |
| DOI: | 10.1080/1360144X.2017.1412974 |
