The ECER 2024 Symposium on Academic Development Initiatives Across Europe invites researchers, academic developers, and practitioners to share insights into diverse academic development initiatives and their impact on the academic community. It consolidates contributions from four distinct research studies, providing a comprehensive view of academic development processes, objectives, methodologies, findings, and future trajectories.

The first contribution comes from a six-university partnership within the COALITION Erasmus Plus HighEd project and advocates for sustainable faculty development (FD) processes to enhance Inclusive Student-Centred Pedagogy (ISCP), by focusing on one FD process, that is, peer-observation as a self-regulatory development tool (Tenenberg, 2016). The methodological approach includes comparative analysis of reflective reports by 18 academics and follow-up semi-structured interviews, uncovering insights into academics' engagement and expectations. Discussion presents the findings shaped by developmental peer-observation protocols and the crucial role of FD processes focusing on reflective engagement with Inclusive Student-Centred Pedagogy (ISCP) to promote inclusivity in teaching practice (Hockings, 2010; Katsampoxaki-Hodgetts, 2023).

The second study, is a bottom-up initiative from the University of Crete, exploring the feasibility of Student Engagement Associate Academic Development schemes with Academics and Students as Equal Partners (Cook-Sather et al., 2014; Obadare et al., 2022). Questionnaires and interviews reveal insights into challenges, steps for successful implementation, and the transformative potential of student perspectives. The findings highlight the importance of collaborative engagement and the need for a cultural shift in academia towards inclusive teaching and innovative pedagogies.

The third contribution explores academic development initiatives in Portuguese universities and problematises the mismatch between theory and practice (Almeida, Viana & Alves, 2022). The study maps professional development (PD) initiatives across 14 public universities, using document analysis and exploratory website analysis. The findings reveal a varied landscape of PD visions, emphasizing structured training, induction, continuous training, and recognition initiatives. The study addresses the gap in understanding PD practices in Portuguese universities, contributing valuable insights to the broader conversation on academic development.

Finally, the fourth contribution delves into the exploration of academic identities (Djerasimovic & Villani, 2020) in Portuguese public universities. Using a mixed-methods approach, the study analyzes academics' perceptions across disciplinary areas. Findings highlight self-identification, perceptions of transformations, and reactions to the academic environment. The study underscores the importance of recognizing academics' agency in shaping their identities amidst evolving higher education landscapes.

In summary, this symposium emphases on sustainable FD processes, bottom-up SEA schemes, PD practices in Portuguese universities, and the nuanced exploration of academic identities. By bridging these diverse perspectives, the symposium aims to contribute to a holistic understanding of the evolving landscape of academic development and its impact on higher education.

Almeida, M., Viana, J., & Alves, M. (2022). Exploring teaching conceptions and practices: a qualitative research with academics in Portugal. Studia Paedagogica, 27(2):35-53 Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Wiley Djerasimovic, Sanja, & Villani, Marialuisa (2020). Constructing academic identity in the European higher education space: Experiences of early career educational researchers. European Educational Research Journal, 19(3), 247-268. doi:10.1177/1474904119867186. Hockings, C. (2010). Inclusive Learning and Teaching in Higher Education: A Synthesis of Research. York: Higher Education Academy. Katsampoxaki-Hodgetts, K. (2023). Coaching Instructors as Learners: Considerations For A Proactively Designed Inclusive Syllabus. Education Centre for Higher Education, Marijampoles Kolegija, Latvia. Obadare, O. et al. (2022). Building equal partnerships: The Student Engagement Associate scheme at the University of Nottingham, International Journal for Students as Partners, 6 (1). Tenenberg, J. (2016). Learning through observing peers in practice, Studies in Higher Education, 41:4, 756-773, DOI: 10.1080/03075079.2014.950954