Role of educational developers in aligning diverse learning and teaching styles in a transnational university in China
Description
The role of educational developers (or academic developers) has become increasingly important in national and transnational contexts, in parallel with efforts to elevate the status of learning and teaching in higher education. In this chapter, the role of educational developers in driving institutional learning and teaching agendas is explored, with a specific focus on a transnational and interdisciplinary context in China. The case study will be drawn from experiences at Xi’an Jiaotong-Liverpool University (XJTLU). The status of educational developers as professional staff is analyzed, as well as its consequent impact on their ability to drive learning and teaching strategies in a transnational context with high levels of diversity among staff backgrounds and a high turnover of academic staff. The data for the case study is drawn from interviews with educational developers and a survey with a range of academic staff at XJTLU. Based on the analysis, a set of recommendations that are transferable is provided and will benefit educational developers working in transnational contexts.
Impact and interest:
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| ID Code: | 115839 | ||
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| Item Type: | Chapter in Book, Report or Conference volume (Entry for encyclopedia/dictionary) | ||
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| Measurements or Duration: | 16 pages | ||
| Keywords: | Academic Developers, Chinese higher education, Educational developers, Learning and teaching in higher education, Professional staff, Teaching assistants, Transnational education, UK Quality Assurance Agency (QAA) | ||
| DOI: | 10.1007/978-981-10-1607-3_8-1 | ||
| ISBN: | 978-981-10-1607-3 | ||
| Pure ID: | 33301824 | ||
| Divisions: | Current > Research Centres > Higher Education Research Network | ||
| Copyright Owner: | Copyright 2018 Springer Nature Singapore Pte Ltd. | ||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||
| Deposited On: | 19 Feb 2018 00:59 | ||
| Last Modified: | 02 Mar 2024 02:23 |
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