Making meaning: An investigation into staff’s relational experience of academic development in an applied arts assessment context
| dc.rights.license | Attribution 4.0 International (CC BY 4.0) | |
| dc.contributor.author | Hill, Vikki | en |
| dc.contributor.author | Orr, Susan | en |
| dc.contributor.author | Salines, Emily | en |
| dc.date.accessioned | 2023-04-25T09:33:27Z | |
| dc.date.available | 2023-04-25T09:33:27Z | |
| dc.date.issued | 2023-01-12 | |
| dc.identifier.citation | Hill, V., Orr, S. and Salines, E. (2023) ‘Making meaning: An investigation into staff’s relational experience of academic development in an applied arts assessment context’, International Journal for Academic Development, pp. 1–13. Available at: https://doi.org/10.1080/1360144X.2022.2162529. | en |
| dc.identifier.issn | 1360-144X | en |
| dc.identifier.uri | https://eresearch.qmu.ac.uk/handle/20.500.12289/13177 | |
| dc.identifier.uri | https://doi.org/10.1080/1360144X.2022.2162529 | |
| dc.description | Vikki Hill - ORCID: 0000-0002-9277-2715 https://orcid.org/0000-0002-9277-2715 | en |
| dc.description.abstract | This article investigates the role of an academic development programme associated with the implementation of newly designed assessment criteria in the UK-based Arts University. The introduction of new assessment criteria was accompanied by a pan-university academic staff development intervention. In a small-scale qualitative study, we researched staff’s experience of meaning-making and present three interconnected themes: the relationships between attendees; their relationship with the criteria; and relational understandings within the context of expectations of academic development. We deploy Honneth’s theory of recognition and make recommendations for policy makers and academic developers to support the design of socially just academic development opportunities. | en |
| dc.description.uri | https://doi.org/10.1080/1360144X.2022.2162529 | en |
| dc.language.iso | en | en |
| dc.publisher | Taylor and Francis Group | en |
| dc.relation.ispartof | International Journal for Academic Development | en |
| dc.rights | © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | Academic Development | en |
| dc.subject | Arts and Design Education | en |
| dc.subject | Assessment Criteria | en |
| dc.subject | Relational | en |
| dc.subject | Social Justice | en |
| dc.title | Making meaning: An investigation into staff’s relational experience of academic development in an applied arts assessment context | en |
| dc.type | Article | en |
| dcterms.accessRights | none | |
| dcterms.dateAccepted | 2022-08-25 | |
| dc.description.ispublished | pub | |
| rioxxterms.type | Journal Article/Review | en |
| rioxxterms.publicationdate | 2023-01-12 | |
| refterms.depositException | NA | en |
| refterms.accessException | NA | en |
| refterms.technicalException | NA | en |
| refterms.panel | Unspecified | en |
| qmu.author | Hill, Vikki | en |
| dc.description.status | pub | |
| refterms.version | NA | en |
| refterms.dateDeposit | 2023-04-25 |
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Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)