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dc.contributor.authorMcMillan, Wendy
dc.contributor.authorGordon, Natalie
dc.date.accessioned2018-11-28T07:22:05Z
dc.date.available2018-11-28T07:22:05Z
dc.date.issued2016
dc.identifier.citationMcMillan, W. & Gordon, N. (2017). Being and becoming a university teacher. Higher Education Research & Development, 36(4): 777-790.en_US
dc.identifier.issn0729-4360
dc.identifier.urihttp://dx.doi.org/10.1080/07294360.2016.1236781
dc.identifier.urihttp://hdl.handle.net/10566/4228
dc.description.abstractThis study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological. Complexity theory has the potential to help academic development practitioners understand the landscapes in which their academics operate, and guide appropriate development opportunities.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rightsThis is the post-print version of the article published online at: http://dx.doi.org/10.1080/07294360.2016.1236781
dc.subjectAcademic developmenten_US
dc.subjectComplexityen_US
dc.subjectConstraintsen_US
dc.subjectEnablementsen_US
dc.subjectTeaching and learningen_US
dc.titleBeing and becoming a university teacheren_US
dc.typeArticleen_US
dc.privacy.showsubmitterFALSE
dc.status.ispeerreviewedTRUE


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