Towards a conceptual framework of professional development: a phenomenographic study of academics’ mindsets in a business school
Access status:
Open Access
Type
ArticleAbstract
Business education has had limited discussion on professional development for academics. Given the increasing focus on the quality of teaching and learning in higher education, we investigate how academics conceptualise professional development. This has important implications since ...
See moreBusiness education has had limited discussion on professional development for academics. Given the increasing focus on the quality of teaching and learning in higher education, we investigate how academics conceptualise professional development. This has important implications since one’s conceptions of a phenomenon can influence subsequent approaches. Few phenomenographic studies have investigated academics’ conceptions of professional development. Our study asked business academics a typical phenomenograhic question: what does professional learning and development mean to you? Our participants conceptualised it in four qualitatively different ways: continual growth mindset; student-centric mindset; knowledge-sharing mindset; and purpose-oriented mindset. We discuss the implications of these mindsets for designing professional development in higher education.
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See moreBusiness education has had limited discussion on professional development for academics. Given the increasing focus on the quality of teaching and learning in higher education, we investigate how academics conceptualise professional development. This has important implications since one’s conceptions of a phenomenon can influence subsequent approaches. Few phenomenographic studies have investigated academics’ conceptions of professional development. Our study asked business academics a typical phenomenograhic question: what does professional learning and development mean to you? Our participants conceptualised it in four qualitatively different ways: continual growth mindset; student-centric mindset; knowledge-sharing mindset; and purpose-oriented mindset. We discuss the implications of these mindsets for designing professional development in higher education.
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Date
2024Source title
International Journal for Academic DevelopmentVolume
29Issue
3Publisher
Taylor & FrancisLicence
Creative Commons Attribution-NoDerivatives 4.0Faculty/School
The University of Sydney Business SchoolShare