Widening our evaluative lenses of formal, facilitated, and spontaneous academic development

Autor:	Carolyn Hoessler, Brian Hoessler, Lorraine Godden
Rok vydání:	2015
Předmět:	Knowledge management Higher education business.industry Context (language use) Academic achievement Informal learning Informal education Education law.invention Lens (optics) Interpersonal relationship law Pedagogy business Set (psychology) Psychology
Zdroj:	International Journal for Academic Development. 20:224-237
ISSN:	1470-1324 1360-144X
DOI:	10.1080/1360144x.2015.1048515
Popis:	As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively satisfy individuals’ needs. Recognizing the inherently interactive nature of academic development within systemically complex social contexts, this paper examines four evaluative lenses (traditional, ecological framework, complexity theory, and developmental) applied to graduate students’ support. By selecting an appropriate evaluation lens, based on local purposes and context, academic developers are better positioned to assess and improve supports provided.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::285633c65f74416b2180039c2cef4f3f https://doi.org/10.1080/1360144x.2015.1048515 Zobrazit plný text záznamu