Skip to main content
Kent Academic Repository

Perceptions, tensions and expectations of programmes for academic and professional development

Leigh, Jennifer S (2017) Perceptions, tensions and expectations of programmes for academic and professional development. Journal of Perspectives in Applied Academic Practice, 5 (1). pp. 31-38. ISSN 2051-9788. (doi:10.14297/jpaap.v5i1.220) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:58479)

Microsoft Word Author's Accepted Manuscript
Language: English

Restricted to Repository staff only
Contact us about this Publication
[thumbnail of Academic programmes revised 06072016.docx]
Official URL:


Academic and professional development is widely regarded as important for academics. The experience of it is explored in this paper through phenomenological interviews with academic developers and participants on one programme in a UK Higher Education Institution. The importance of a credible, holistic approach to academic and professional development is evident, with participants and staff stressing the role of these programmes in not only facilitating a route into the academy for aspiring, early career and ‘practice academics’, but also as stimulus for an interest in higher education as a legitimate discipline for research. It is concluded that an approach to the development of academics that incorporates all aspects of academic practice rather than focusing in on teaching and learning could benefit both the individuals and the students who they teach.

Item Type: Article
DOI/Identification number: 10.14297/jpaap.v5i1.220
Uncontrolled keywords: academic development, professional development, academic practice, phenomenological
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Jennifer Leigh
Date Deposited: 09 Nov 2016 11:46 UTC
Last Modified: 04 Mar 2024 16:11 UTC
Resource URI: (The current URI for this page, for reference purposes)

University of Kent Author Information

  • Depositors only (login required):

Total unique views for this document in KAR since July 2020. For more details click on the image.