Developing New Academics: So What Difference Does It Make?
Given the dynamic nature of the higher education
landscape, induction programmes for new academics has become the
norm nowadays to support academics negotiate these rough terrain.
This study investigates an induction programme for new academics
in a higher education institution to establish what difference it has
made to participants. The findings revealed that the benefits ranged
from creating safe spaces for collaboration and networking to
fostering reflective practice and contributing to the scholarship of
teaching and learning. The study also revealed that some of the
intentions of the programme may not have been achieved, for
example transformative learning. This led to questioning whether this
intention is an appropriate one given the short duration of the
programme and the long, drawn out process of transformation. It may
be concluded that the academic induction programme in this study
serves to sow the seeds for transformative learning through fostering
critically reflective practice. Recommendations for further study
could include long term impact of the programme on student learning
and success, these being the core business of higher education. It is
also recommended that in addition to an induction programme, the
university invests in a mentoring programme for new staff and extend
the support for academics in order to sustain critical reflection and
which may contribute to transformative educational practice.
[1] L. Quinn. Introduction. In Quinn (Eds), Re-imagining academic staff
development: spaces for disruption. Stellenbosch: Sun Media, 2012. pp.
1-14.
[2] R. Barnett. Knowing and becoming in the higher education curriculum.
Studies in Higher education, vol 34, no. 4, pp 429-440. 2009.
[3] H. K. Wong. Induction Programs That Keep New Teachers Teaching
and Improving. NASSP Bulletin, vol88 (638): 41-57. 2004.
[4] P. Boyd. Academic induction for professional educators: supporting the
workplace learning of newly appointed lecturers in teacher and nurse
education, International Journal for Academic Development, vol. 15, no.
2, pp. 155-165, 2010.
[5] E. Huber, S. Hoadley & L. Wood. Teaching induction programmes:
Framework, design and delivery. Asian Social Science. vol.7, no. 11, pp
13-19, Nov. 2011.
[6] R. Lazovsky & R. Reichenberg. The new mandatory induction
programme for all beginning teachers in Israel: perceptions of inductees
in five study tracks, Journal of Education for Teaching: International
research and pedagogy, vol. 32, no. 1, pp. 53-70, 2006.
[7] K. Martinez. Academic induction for teacher educators, Asia-Pacific
Journal of Teacher Education, vol. 36, no. 1, pp. 35-51, 2008.
[8] S. Mathieson. Developing academic agency through critical reflection: a
sociocultural approach to academic induction programmes, International
Journal for Academic Development, vol. 16, no. 3, pp. 243-256, 2011.
[9] C. Ndebele. Staff perceptions on an academic staff induction programme
at a South African University: Lessons for educational development.
Journal of Social Sciences. Vol 36. No. 2. 103-111. 2013.
[10] N. Wadesango & S. Machingambi. What’s the use of induction courses?
A case study of three South African Universities. Journal of Social
Sciences, vol.26, no. 1, 1-9. 2011.
[11] E. Britton, L. Paine, D. Pimm S. & Raizen, S. (Eds).Comprehensive
teacher induction: systems for early career learning. New York: Kluwer
Academic Publishers and West Ed. 2003.
[12] S. Southwood. Spaces of development: A dialogical re-imagination, In
Quinn (Eds), Re-imagining academic staff development: spaces for
disruption. Stellenbosch: Sun Media, 2012.
[13] C. Ellis. Evocative autoethnography: Writing emotionally about our
lives. In W. G. Tierney & Y. S. Lincoln (Eds.), Representation and the
text: Re-framing the narrative voice. Albany, NY: State University of
New York, 115-139. 1997.
[14] Johnson and Geal. Trainer Development: understanding reflective
practice. Training Journal. January, pp.40-43. 2005.
[15] J. Whitehead. Using a living theory methodology in improving practice
and generating educational knowledge in living theories. Educational
Journal of Living Theories. (online),vol.1, no.1 pp. 103-126. Available
http://www.ejolts.net/node/80 (Accessed 14 January 2010). 2009.
[16] J. Mezirow. Learning to think like an adult: Core concepts of
transformation theory. In Mezirow, J (ed.) Learning as transformation:
Critical perspectives on a theory in progress. California: Jossey-Bass
Inc., 3-34. 2000.
[17] E.V. O’Sullivan, A. Morrell & M.A. O’Connor, M. A. (Eds.) Expanding
the boundaries of transformative learning: Essays on theory and praxis.
New York, NY: Palgrave. 2002.
[18] P. C. Taylor. Research as transformative learning for meaning-centred
professional development. In O. Kovbasyuk & P. Blessinger (eds.) Meaning-centred education: International perspectives and explorations
in higher education. Routledge Publishing. 2013.
[19] S.D. Brookfield. Transformative learning as ideology critique. In
Mezirow, J (ed.) Learning as transformation: Critical perspectives on a
theory in progress. California: Jossey-Bass Inc., 103-124. 2000.
[20] D.A. Schon. The reflective practitioner: How professionals think in
action. Basic Books. 1983.
[21] E.W. Taylor. Fostering Mezirow’s transformative learning theory in the
adult education classroom: A critical review. The Canadian Journal for
the study of Adult Education. 14(2): 1-28. 2000.
[22] L. Richardson. Writing: A method of inquiry. In N. K. Denzin & Y. S.
Lincoln (Eds.), Handbook of qualitative research (pp.516-529).Thousand
Oaks, CA: Sage. 1994.
[23] D.A. Kolb, D. A. 1984. Experiential Learning: Experience as the Source
of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
1994.
[24] O. Zuber-Skerrit, & Y. Ryan (Eds.). Quality in Post Graduate Research.
London: Kogan Page. 1994.
[25] J. Whitehead. Action Research and Living Theories Methodologies.
Self-Study for transformative higher education and social action
(SeStuTHESA) Workshop: 28th October 2010. Durban University of
Technology. 2010.
[26] N.K. Denzin& Y.S. Lincoln. Introduction, In N.K. Denzin& Y.S.
Lincoln (Eds), Handbook of Qualitative research, 2nded,,Thousand
Oaks: Sage Publications, Inc, 2000, pp. 1-29.
[27] C.K. Riessman. Narrative methods for the human sciences. Thousand
Oaks, CA: Sage. 2008.
[28] P. Palmer. The heart of a teacher: Identity and integrity in teaching. San
Francisco: Joey-Bass Publishers. 1998.
[29] J. Lave and E. Wenger.Situated learning: Legitimate Peripheral
participation. Cambridge: Cambridge University Press. 1991.
[30] L.S. Shulman. From Minsk to Pinsk: Why a scholarship of teaching and
learning? Journal of Scholarship of Teaching and Learning, vol. 1, no.
1, 2000.
[31] D. Brijlall. Exploring the Gurteen Knowledge Café approach as an
innovative teaching for learning strategy with first-year Engineering
students. To appear: Groupwork. 2014.
[32] N. Chitanand. Sowing the seeds for transformative educational practice,
InB. Pierce and G. Stewart (Eds), Transformation. Looking back in
history and forward to change. Durban University of Technology:
faculty of arts and Design. 2013. pp. 62-73.
[33] S. McKenna. Interrogating the academic project. . In Quinn (Eds), Reimagining
academic staff development: spaces for disruption.
Stellenbosch: Sun Media, 2012.
[1] L. Quinn. Introduction. In Quinn (Eds), Re-imagining academic staff
development: spaces for disruption. Stellenbosch: Sun Media, 2012. pp.
1-14.
[2] R. Barnett. Knowing and becoming in the higher education curriculum.
Studies in Higher education, vol 34, no. 4, pp 429-440. 2009.
[3] H. K. Wong. Induction Programs That Keep New Teachers Teaching
and Improving. NASSP Bulletin, vol88 (638): 41-57. 2004.
[4] P. Boyd. Academic induction for professional educators: supporting the
workplace learning of newly appointed lecturers in teacher and nurse
education, International Journal for Academic Development, vol. 15, no.
2, pp. 155-165, 2010.
[5] E. Huber, S. Hoadley & L. Wood. Teaching induction programmes:
Framework, design and delivery. Asian Social Science. vol.7, no. 11, pp
13-19, Nov. 2011.
[6] R. Lazovsky & R. Reichenberg. The new mandatory induction
programme for all beginning teachers in Israel: perceptions of inductees
in five study tracks, Journal of Education for Teaching: International
research and pedagogy, vol. 32, no. 1, pp. 53-70, 2006.
[7] K. Martinez. Academic induction for teacher educators, Asia-Pacific
Journal of Teacher Education, vol. 36, no. 1, pp. 35-51, 2008.
[8] S. Mathieson. Developing academic agency through critical reflection: a
sociocultural approach to academic induction programmes, International
Journal for Academic Development, vol. 16, no. 3, pp. 243-256, 2011.
[9] C. Ndebele. Staff perceptions on an academic staff induction programme
at a South African University: Lessons for educational development.
Journal of Social Sciences. Vol 36. No. 2. 103-111. 2013.
[10] N. Wadesango & S. Machingambi. What’s the use of induction courses?
A case study of three South African Universities. Journal of Social
Sciences, vol.26, no. 1, 1-9. 2011.
[11] E. Britton, L. Paine, D. Pimm S. & Raizen, S. (Eds).Comprehensive
teacher induction: systems for early career learning. New York: Kluwer
Academic Publishers and West Ed. 2003.
[12] S. Southwood. Spaces of development: A dialogical re-imagination, In
Quinn (Eds), Re-imagining academic staff development: spaces for
disruption. Stellenbosch: Sun Media, 2012.
[13] C. Ellis. Evocative autoethnography: Writing emotionally about our
lives. In W. G. Tierney & Y. S. Lincoln (Eds.), Representation and the
text: Re-framing the narrative voice. Albany, NY: State University of
New York, 115-139. 1997.
[14] Johnson and Geal. Trainer Development: understanding reflective
practice. Training Journal. January, pp.40-43. 2005.
[15] J. Whitehead. Using a living theory methodology in improving practice
and generating educational knowledge in living theories. Educational
Journal of Living Theories. (online),vol.1, no.1 pp. 103-126. Available
http://www.ejolts.net/node/80 (Accessed 14 January 2010). 2009.
[16] J. Mezirow. Learning to think like an adult: Core concepts of
transformation theory. In Mezirow, J (ed.) Learning as transformation:
Critical perspectives on a theory in progress. California: Jossey-Bass
Inc., 3-34. 2000.
[17] E.V. O’Sullivan, A. Morrell & M.A. O’Connor, M. A. (Eds.) Expanding
the boundaries of transformative learning: Essays on theory and praxis.
New York, NY: Palgrave. 2002.
[18] P. C. Taylor. Research as transformative learning for meaning-centred
professional development. In O. Kovbasyuk & P. Blessinger (eds.) Meaning-centred education: International perspectives and explorations
in higher education. Routledge Publishing. 2013.
[19] S.D. Brookfield. Transformative learning as ideology critique. In
Mezirow, J (ed.) Learning as transformation: Critical perspectives on a
theory in progress. California: Jossey-Bass Inc., 103-124. 2000.
[20] D.A. Schon. The reflective practitioner: How professionals think in
action. Basic Books. 1983.
[21] E.W. Taylor. Fostering Mezirow’s transformative learning theory in the
adult education classroom: A critical review. The Canadian Journal for
the study of Adult Education. 14(2): 1-28. 2000.
[22] L. Richardson. Writing: A method of inquiry. In N. K. Denzin & Y. S.
Lincoln (Eds.), Handbook of qualitative research (pp.516-529).Thousand
Oaks, CA: Sage. 1994.
[23] D.A. Kolb, D. A. 1984. Experiential Learning: Experience as the Source
of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
1994.
[24] O. Zuber-Skerrit, & Y. Ryan (Eds.). Quality in Post Graduate Research.
London: Kogan Page. 1994.
[25] J. Whitehead. Action Research and Living Theories Methodologies.
Self-Study for transformative higher education and social action
(SeStuTHESA) Workshop: 28th October 2010. Durban University of
Technology. 2010.
[26] N.K. Denzin& Y.S. Lincoln. Introduction, In N.K. Denzin& Y.S.
Lincoln (Eds), Handbook of Qualitative research, 2nded,,Thousand
Oaks: Sage Publications, Inc, 2000, pp. 1-29.
[27] C.K. Riessman. Narrative methods for the human sciences. Thousand
Oaks, CA: Sage. 2008.
[28] P. Palmer. The heart of a teacher: Identity and integrity in teaching. San
Francisco: Joey-Bass Publishers. 1998.
[29] J. Lave and E. Wenger.Situated learning: Legitimate Peripheral
participation. Cambridge: Cambridge University Press. 1991.
[30] L.S. Shulman. From Minsk to Pinsk: Why a scholarship of teaching and
learning? Journal of Scholarship of Teaching and Learning, vol. 1, no.
1, 2000.
[31] D. Brijlall. Exploring the Gurteen Knowledge Café approach as an
innovative teaching for learning strategy with first-year Engineering
students. To appear: Groupwork. 2014.
[32] N. Chitanand. Sowing the seeds for transformative educational practice,
InB. Pierce and G. Stewart (Eds), Transformation. Looking back in
history and forward to change. Durban University of Technology:
faculty of arts and Design. 2013. pp. 62-73.
[33] S. McKenna. Interrogating the academic project. . In Quinn (Eds), Reimagining
academic staff development: spaces for disruption.
Stellenbosch: Sun Media, 2012.
@article{"International Journal of Business, Human and Social Sciences:68910", author = "N. Chitanand", title = "Developing New Academics: So What Difference Does It Make?", abstract = "Given the dynamic nature of the higher education
landscape, induction programmes for new academics has become the
norm nowadays to support academics negotiate these rough terrain.
This study investigates an induction programme for new academics
in a higher education institution to establish what difference it has
made to participants. The findings revealed that the benefits ranged
from creating safe spaces for collaboration and networking to
fostering reflective practice and contributing to the scholarship of
teaching and learning. The study also revealed that some of the
intentions of the programme may not have been achieved, for
example transformative learning. This led to questioning whether this
intention is an appropriate one given the short duration of the
programme and the long, drawn out process of transformation. It may
be concluded that the academic induction programme in this study
serves to sow the seeds for transformative learning through fostering
critically reflective practice. Recommendations for further study
could include long term impact of the programme on student learning
and success, these being the core business of higher education. It is
also recommended that in addition to an induction programme, the
university invests in a mentoring programme for new staff and extend
the support for academics in order to sustain critical reflection and
which may contribute to transformative educational practice.
", keywords = "Induction programme, reflective practice,
scholarship of teaching, transformative learning.", volume = "9", number = "2", pages = "442-7", }
