Widening Our Evaluative Lenses of Formal, Facilitated, and Spontaneous Academic Development

Autor/inn/en	Hoessler, Carolyn; Godden, Lorraine; Hoessler, Brian
Titel	Widening Our Evaluative Lenses of Formal, Facilitated, and Spontaneous Academic Development
Quelle	In: International Journal for Academic Development, 20 (2015) 3, S.224-237 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2015.1048515
Schlagwörter	Student Development; Academic Achievement; Informal Education; Graduate Students; Program Improvement; Foreign Countries; Social Networks; Social Support Groups; Ecological Factors; Interpersonal Relationship; Difficulty Level; Surveys; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Informelle Bildung; Nichtformale Bildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; Ökologischer Ansatz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schwierigkeitsgrad; Survey; Umfrage; Befragung; Kanada
Abstract	As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively satisfy individuals' needs. Recognizing the inherently interactive nature of academic development within systemically complex social contexts, this paper examines four evaluative lenses (traditional, ecological framework, complexity theory, and developmental) applied to graduate students' support. By selecting an appropriate evaluation lens, based on local purposes and context, academic developers are better positioned to assess and improve supports provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01