academic development
advocacy 21
assessing impact vs. evaluating effectiveness 216–17, 218
assessment 21
balanced scorecard approach (BSC) 28
Bologna Process Stocktaking 33–4, 110
Centres for Excellence in Learning and Teaching (CETLS) 35
challenges for 38–40
concept of 18
context for 17–21, 29
credibility 21–2
definition of competencies 19–20
development centres, emergence of 17
development communities, contextual framework 20
Development Director 19
development units 17, 18–19, 24, 27–8, 60–61, 198, 209, 213–16
development work, nature of 21–2
educational development and 42–3
educational work 21
Effective Learning Framework (QAAHE) 38–9
effectiveness 27–8
efficiency 27
enhancement-led institutional review (ELIR) 31–2
evaluation of impact of 25–7
evaluation of management of academic
development units 27–8
external organisations, leadership role for 19
focus of work 22, 23
foundational skill programmes 19
higher education, changing landscape of 33–6
Higher Education Academy (HEA, UK) 36
Higher Education Research and
Development Association (HERDSA, UK) 36
hub and spoke model 37, 56
institutional change, enablement of 22
institutional structures, responsiveness to 66
integration of student data into 67–8
interdisciplinarity 35
International Consortium for Educational Development 20
internationalisation 34
intra-institutional relationships 37
knowledge explosion, impact of 35
meanings of, coexistence and interaction of 36–8
measurement and reporting of impact 25–7
multi-disciplinarity 35
opportunities for 38–40
orientations to 40–1
output measures 25
participation rates in higher education 34
partnership 21
piecemeal approaches to evaluation, risk of 28
practice of, context of 60–2
practice of, evaluation of 53–6
practice of, purposes of 46–53
progressive enrichment of strategies for 24
quality assurance 31, 34–5
Quality Assurance Agency for Higher Education (QAAHE) 38–9
quality assurance and 31–2, 42–3
quality enhancement and 31–2, 42
redesign of centres 18
research councils 37
role-based development programmes 23–4
scope of 18
Scottish Higher Education Enhancement Committee (SHEEC) 39–40
service mixes 18
stakeholders 21
status and function of units 18–19
strategic relevance 28
‘student experience,’ definition of 32–3
syllabus for preparation of developers 20
systemic quality assurance 34–5
as transformative agency 23–4, 43
University of Western Australia 23
Academic Development Units (ADUs) 17, 18–19, 24, 27–8, 60–1, 198, 209, 213–16
evaluation of management of 27–8
impact evaluation and implications 209, 213–16
New Zealand Council ...
