Re-generating the praxis of academic staff development through arts-based learning : beyond paradox
Kerr, Cheryl (2010) Re-generating the praxis of academic staff development through arts-based learning : beyond paradox. International Journal for Academic Development.
Effective staff development remains a challenge in higher education. This paper examines the non-traditional methodology of arts-based staff development, its potential to foster transformational learning and the practice of professional artistry, through perceptions of program impact. Over a three year period, eighty academics participated in one metropolitan Australian university’s arts-based academic development program. The methodology used one-on-one hermeneutic-based conversations with fifteen self-selected academics and a focus group with twenty other academics from all three years. The paper presents a learning model to engender academic professional artistry. The findings provide developers with support for using a non-traditional strategy of transformational learning.
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|Item Type:||Journal Article|
|Additional Information:||Submitted to The International Journal for Academic Development.|
|Keywords:||arts-based learning, , higher education, transformational learning, staff development, reflective practice, professional artistry|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2010 the author.|
|Deposited On:||20 Sep 2010 10:37|
|Last Modified:||22 Sep 2010 11:15|
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