22 SES 12 B, Formation and Academic Development: The Roles and Responsibilities of Academic Developers
This paper uses case studies from two public research intensive universities, one in Europe the University of Oslo (UiO) and one in the United States, the University of North Carolina at Chapel Hill (UNC-CH) to explore academic developers’ understanding of ’academic development’ and implications of current governance of higher education. Both Europe and the U.S. reflect the global trend of increased pressure on universities to meet the demands of governments and stakeholders to stimulate economic growth (Stensaker & Harvey 2011), as measured by performance indicators and quality reviews. Research intensive universities must also compete in international markets for students, funding, and academic staff. There is a global trend to propose universities to become more business-like – a model that introduces new regulations between the state and the university and with increased use of contracts connected to what may be defined as a new “contractualism” (Rawolle, Rowlands & Blackmore 2015) . Our empirical data are based on interviews of academic developers at UiO and UNC-CH, where we asked participants to reflect on how recent changes in local and national government expectations affect their experiences, ethical stances, values, and goals and the implications these changes have for their formation. We also collected data on their educational philosophies, including values and normative stances. Finally, we conclude with an analysis of how academic developers’ maintain their ideals of contributing to the public good.
Rawolle, S., Rowlands, J. & Blackmore, J. (2015) The implications of contractualsim for the responsibilsatiion of higher education. Paper presented at ECER 2015 Budapest- Stensaker, B. & Harvey, L. (2011). Accountability in higher education: Global perspectives on trust and power. Abingdon, New York, Routledge.
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