Professional development and accountability: working with newly appointed staff to foster quality

Boud,D 1988, Professional development and accountability: working with newly appointed staff to foster quality, Studies in higher education, vol. 13, no. 2, pp. 165-176, doi: 10.1080/03075078812331377846.

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Title Professional development and accountability: working with newly appointed staff to foster quality
Author(s) Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Journal name Studies in higher education
Volume number 13
Issue number 2
Start page 165
End page 176
Total pages 12
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 1988
ISSN 0307-5079
1470-174X
Summary The aim of this paper is to examine some issues in professional development and the accountability of academic staff particularly in regard to newly appointed staff. It examines ways in which universities can assist new staff develop their skills in the various aspects of their academic role and identifies the responsibilities of the university and heads of departments in this task. It illustrates these issues by reference to a case study of a major Australian university which has recently adopted a department-based scheme for the professional development of academic staff. This scheme, amongst other things, involves new staff in planning sessions with the head of their department and the keeping of records of responsibilities, achievements, needs for professional development and the resources which will be provided to assist staff. The introduction of any scheme for accountability of staff or of professional development is likely to encounter some resistance in the prevailing academic ethos. The paper will examine ways in which the genuine fears of some groups can be addressed and how such schemes may be developed and introduced in a sensitive fashion.
Language eng
DOI 10.1080/03075078812331377846
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071895

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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