Three projects
Adavancing Academic Development involved three sequential research projects–all funded by the Council of Australasian University Leaders in Learning and Teaching
Project 1.
An Australian Association for Academic Developers: Concept testing
THE PROJECT
This project investigated potential demand and support for facilitated professional development activities and a network for Academic Developers in Australasia. It questioned whether academic developers would value the formation of a networked organisation or regular event for their professional development? And if so, would their universities support this? Further questions include how ‘formal’ such professional development should be, and for whom it should be offered. The project also considered the form that such a professional development, networking and recognitionevent might take to ensure buy in, and optimise opportunities for networking, professional development and sharing and recognising good practices.​​
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APPROACH
To test community interest in forming an ongoing network or organisation of academic developers, a three-pronged approach Involved:
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A survey canvassing the Academic Development community to ascertain the level of interest in, and support for, an ongoing networking/organisation.
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A survey ascertaining what University Leaders of Learning and Teaching would support.
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Piloting, for the purpose of testing viability, a networking meeting of Australasian ADs, with embedded components of professional development, and sharing of good practices.
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PROJECT REPORT:
Adam, A., Hamilton, J., & Harvey, M., (2018). An Australian Association for Academic Developers: Concept testing CAULLT 2018 grant Project Report Project Team https://caullt.edu.au/wp-content/uploads/2018/05/AD-2018-project-report-final.pdf
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CONFERENCE PAPER:
Adam, A., Hamilton, J.G., & Harvey, M. (2019). An association for academic developers? CAULLT Conference, https://www.caullt.edu.au/wp-content/uploads/2024/05/AAD-Presentation_2024correction.pdf​
Project 2.
Recognizing and sharing good practice in Academic Development: A strategic model for promoting excellence, building capability, and advancing leadership
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THE PROJECT
This project investigated whether an Australasian Advancing Academic Development (AAD) Event and Good Practice Awards, can provide an effective vehicle for recognition and, at the same time, afford a strategic, sustainable approach to capability building, dissemination of good practice, a networked community, and a line of succession in learning and teaching leadership. From the research and evaluation, a set of principles, strategies, and recommendations for a sustainable annual professional development event were developed. In addition, we extended reach beyond the event itself, through wider dissemination of video-captured good practice presentations and other materials uploaded to this AAD web site. Furthermore, this project amassed an expanded data set from which to define academic development (conceptions of its purpose, practices and perceived benefits to stakeholders) and to conduct benchmarking for Academic Development practice.​​
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APPROACH
This project involved mixed methods research including:
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Designing and analysing an innovative professional development model and producing and disseminating a set of design of offoundational principles and processes.
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Producing and disseminating a collection of video-recorded good practice exemplars.
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Conducting research into an evidence-based definition of academic development through a survey, interviews and participatory visual methods workshop at the event.
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PROJECT REPORT:
Hamilton, J., Harvey, M., & Adam, A. (2019). Recognizing and sharing good practice in Academic Development: A strategic and sustainable model for promoting excellence, building capability, and advancing learning and teaching leadership, https://www.caullt.edu.au/wp-content/uploads/2019/05/Report-Hamilton-Harvey-Adam-AAD-project-2019.pdf​​
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CONFERENCE PAPERS:
Hamilton, J.G., Adam, A. & Harvey, M. (2019). Facilitating qualitative research in higher education through the strategic recognition of good practice. Presentation at the 17th Qualitative Methods Conference. 1-3 May, 2019, Brisbane.
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Hamilton, J.G., Adam, A. & Harvey, M. (2019). Ensuring reciprocal benefits to research participants. Presentation at the 2019 CAULLT Conference, QUT, November, 2019 https://caullt.edu.au/wp-content/uploads/2019/11/Hamilton-Harvey-AdamsAAD_Nov2019.pdf
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Hamilton, J.G., Adam, A. & Harvey, M. (2019). Academic Development Research Update, Presentation at the 2019 Advancing Academic Development Conference, QUT, November, 2019
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PUBLICATIONS:
Hamilton, J., Adam, A. & Harvey, M., (2024). Advancing academic development: a strategic, integrated model for recognition, professional development, and community-building, International Journal for Academic Development, https://www.tandfonline.com/doi/abs/10.1080/1360144X.2024.2436876
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Hamilton, J., Harvey, M., & Adam, A. (2025). An evidence-based definition of academic development: Its purpose, stakeholders, approaches, inclusions, and value (submitted paper-under review)​
Project 3.
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Establishing Benchmarking Standards for Academic Development​​
THE PROJECT:
Building on two previous CAUULT supported projects, in particular the Australasian Advancing Academic
Development Good Practice Awards, the aim of this project was to establish evidence-based
Benchmarking Standards for Australasian Academic Development, based on extensive and authentic evidence of good practices from across the sector. Drawing on a large data set (of 100 good practice exemplars collected over four years), a set of criteria, descriptors, and standards were developed to produce an Academic Development Good Practice Framework. The framework was tested and validated with stakeholders at a well-attended CAULLT webinar.
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APPROACH
This project involved action research and including:
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100, 300 word nominations submitted over four years to the Australasian Advancing Academic Development Good Practice Awards by 40 Australasian universities provided the foundational data
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30 finalist submissions were analysed through content analysis and attribute coding.
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As a result of this analysis, four criteria for good academic development practice, along with their associated descriptors and standards were deduced and consolidated as the new Academic Development Good Practice Framework. This was presented for peer review and further refined based on feedback.
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PROJECT REPORT:
Harvey, M., Hamilton, J., & Adam, A. (2024). Establishing Benchmarking Standards for Academic Development, https://www.caullt.edu.au/wp-content/uploads/2024/08/CAULLT-final-grant-report-July-2024-AAD.pdf
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CONFERENCE PRESENTATIONS Adam, A. (2024). What is good academic development? Workshopping
Harvey, M., Hamilton, J., & Adam, A. (2024). Australasian standards. CAULLT webinar, 12th April, 2024 https://www.caullt.edu.au/wp-content/uploads/2024/05/AAD-Presentation_2024correction.pdf
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Harvey, M., Hamilton, J., & Adam, A. (2021). Establishing Benchmarking Standards for Academic Development. Paper presentation at the 2021 Leading Higher Education: Near and Far Horizons, CAULLT conference, 29 October, Online.
PUBLICATIONS:
Harvey, M., Hamilton, J., Adam, A. & (2025). What is good academic development practice? Introducing Australasian standards (In Press: International Journal for Academic Development)
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