The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: twenty years’ reflection

Healey, Michael J ORCID: 0000-0003-1195-0370 and Jenkins, Alan (2018) The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: twenty years’ reflection. International Journal for Academic Development, 23 (1). pp. 52-64. doi:10.1080/1360144x.2017.1412974

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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.

Item Type:	Article
Article Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal for Academic Development on 2nd Jan 2018 available online: http://www.tandfonline.com/10.1080/1360144x.2017.1412974
Uncontrolled Keywords:	Academic developers; Academic development; Undergraduate research and inquiry
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
SWORD Depositor:	Pubrouter
Depositing User:	Susan Turner
Date Deposited:	02 Jan 2018 11:45
Last Modified:	04 Feb 2022 12:02
URI:	https://eprints.glos.ac.uk/id/eprint/5241

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