22 SES 12 B, Formation and Academic Development: The Roles and Responsibilities of Academic Developers
In this paper we suggest that the concept of formation is a useful resource for understanding how ADs are ‘shaped’ by their experiences, as well as how their attitudes and values may change over time. As a background we describe how the concept of formation has been understood in different areas of higher education, including professional education (Foster et al, 2006; Colby & Sullivan 2008; Benner et al, 2010; Sutphen & de Lange, 2015) . Higher education is in many respects situated in a tension between being a public or a private good. This is both a question of how higher education shall be financed (cf. Hebel 2014) and a question of whose interests higher education shall satisfy (cf. Labaree 1997). The general trend during the last decades can be described in terms of a successive move from higher education as a public good, a good that serves all in the long run, to higher education as a private good, a good that is more and more adjusted to individual benefits and marketing. All professionals within universities are caught in this field of force between public and private good when executing their tasks. In the tradition of looking at higher education as a public good certain democratic values are stressed, values that underpin the political autonomous citizen and a society that promotes each person’s human dignity executed by professionals pursuing their professional responsibility (Sugrue & Solbrekke 2007). What might be an optimal way to pursue one’s role and responsibility as an academic developer? We will, in light of recent developments within theories of democracy and education, propose and test the idea of deliberative communication (Englund 2006, Kandlbinder 2007) as a procedural way in the formation of academic developers. Deliberative communication (Englund, 2006) stands for communication in which different opinions and values can be set against each other and evaluated, like for example the tension between public and private good in education. This implies an endeavour by each individual to develop his or her view and judgmental ability by listening, deliberating, seeking arguments and valuing, coupled to a collective and cooperative endeavour to find values and norms which everyone can accept, at the same time as pluralism is acknowledged.
Benner, P., Sutphen, M., Leonard, V. & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco: Jossey-Bass Publishers. Colby, A. & Sullivan, W,M. (2008) Formation of Professionalism and Purpose: Perspective from the Preparation for the Professions Program: University of St. Thomas Law Journal 5 U. St. Thomas L.J. 404 -427. Englund, Tomas (2006). Deliberative communication: a pragmatist proposal. Journal of Curriculum Studies 38(5), 503-520. Foster, C., Dahill, L., Golemon, L., & Tolentino, B. (2005). Educating Clergy: Teaching practices and pastoral imagination. San Francisco: Jossey-Bass Publishers. Hebel, S. (2014): From Public Good to Private Good. How Higher Education Got to a Tipping Point. The Chronicle of Higher Education. March 02. Kandlbinder, P. (2007): The challenge of deliberation for academic development. International Journal for Academic Development 12(1) 55-59. Labaree, D. (1997): Public goods, private goods: The American struggle over educational goals. American Educational Research Journal 34(1) 39-81. Sugrue, C. & Solbrekke T.D. eds. (2011): Professional Responsibility. New Horizons of Praxis. London & New York: Routledge Sutphen, M & de Lange, T (2015). What is formation? A conceptual discussion. Higher Education Research & Development 34(2), 411-419.
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