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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 0000-0003-1195-0370), Jenkins, Alan
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
FullText Text:
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  Data: The Role of Academic Developers in Embedding High-Impact Undergraduate Research and Inquiry in Mainstream Higher Education: Twenty Years' Reflection
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  Data: <searchLink fieldCode="AR" term="%22Healey%2C+Mick%22">Healey, Mick</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1195-0370">0000-0003-1195-0370</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jenkins%2C+Alan%22">Jenkins, Alan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Academic+Development%22"><i>International Journal for Academic Development</i></searchLink>. 2018 23(1):52-64.
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  Data: 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
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  Data: 10.1080/1360144X.2017.1412974
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  Data: 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.
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