Research project
Literature Overview on Evidence-Based Methods for Academic Development of Senior Teaching Faculty Members
What development pathways support teaching faculty members in research-intensive universities in becoming informal educational leaders?
- Duration
- 2024 - 2025
- Contact
- Gergana Vasileva
Researchers
- G. Vasileva MSc
- Prof.dr. R.M. van der Rijst
Being a senior teacher in higher education requires more than just gaining experience through lectures and hands-on workshops. What development pathways does the literature discuss?
Project description
The university landscape is changing rapidly, requiring faculty to continuously improve their teaching skills to meet the evolving needs of students. Our focus is on senior teaching faculty, who often receive less attention in professional development compared to early-career faculty.
Aim
This project seeks to gather and analyze existing literature on development approaches specifically for senior faculty. We will explore how these experienced educators can deepen their expertise and become informal leaders in their educational communities. Informal leadership is a term umbrella for the scope of influence faculty could have. For instance, they do not only fulfill instructional responsibilities but are also agents for educational innovation and institutional change who furthermore serve as mentors for younger faculty and foster a collaborative environment.
Our research emphasizes the importance of fostering agency among faculty. By studying how faculty members can shape their teaching environment, we look to identify key development pathways that empower them to enhance student learning and contribute to academic innovation.
Currently, we are in the process of systematically reviewing a wide range of studies on academic development approaches for senior faculty. We aim to compile evidence-based practices that can aid faculty in navigating their complex teaching role. This review is crucial to help university policymakers and educators uncover new opportunities for faculty growth.
Conclusion
Though the project is still in its early stages and results are forthcoming, we believe the insights gained will strengthen the link between teaching practices and academic research. The outcome will not only benefit individual faculty members but also contribute to the overall quality of education within universities.