Dallas Wingrove

Leading Developmental Peer Observation of Teaching in Higher Education: Perspectives from Australia and England

ABSTRACT Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change.

More than a Feeling: Reflecting on Identity and the Reality of Practice Through a Library and Academic Development Collaboration

Abstract This paper reflects on a partnership between a Liaison Librarian and an Academic Developer working in a large tertiary institution. Working as outsiders to the discipline, we examine the synergies between the roles of Academic Developer and Liaison Librarian. In light of the rapidly changing nature of higher education, we examine the implications for our roles within the hierarchical nature of the academy and disciplinary tribalism. In doing so, we consider the ways our partnership enabled us to draw upon tacit knowledge to deepen our understandings of identity and how to negotiate change from the outside. We explore some of the shared issues and challenges we face as we endeavour to implement positive change in a continually evolving and complex environment. Such issues include the role of gender. We apply the concepts of ‘outsiderness’ and ‘unhomeliness’ as developed by Manathunga to critically reflect on our practice, and explore the challenges and potential of Academic Development and Library partnerships to enable continuous improvement in teaching and scholarship. Our experiences highlight the importance of collegiate conversations as enablers of critical reflection on practice.

Giving Voice to the Academe: Rich food for thought in the quest for quality research

This paper reports and analyses findings from a qualitative study that explored the impact of organizational policy, cultures and support structures on the research pathways of early career researchers within one Australian university. The author captured the perspectives and experiences of six early and six senior researchers and examined the degree to which respondents perceived their university was effective in supporting the early career researcher to sustain and progress their research. As this paper explores, giving voice to academics’ lived experiences of research raised questions as to the efficacy of existing institutional support structures as significant gaps between internal research policy and the lived research experience on the ground were revealed. Ultimately, understanding academics’ lived experiences of research may not only build institutional knowledge to inform and enhance institutional capacity to more effectively sustain and grow quality research, but also strengthen advocacy for much-needed and targeted external research funding.