Literaturnachweis - Detailanzeige
Autor/inn/en | McNamee, Lakshini; Jacobs, Cecilia; van Schalkwyk, Susan |
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Titel | Affordances of Funding for Enhancing Scholarship of Teaching and Learning: Gifts for Growth? |
Quelle | In: Teaching in Higher Education, 28 (2023) 3, S.550-564 (15 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (McNamee, Lakshini) ORCID (Jacobs, Cecilia) ORCID (van Schalkwyk, Susan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-2517 |
DOI | 10.1080/13562517.2020.1830367 |
Schlagwörter | Foreign Countries; Affordances; Educational Finance; Scholarship; Instruction; Learning; Educational Innovation; Professionalism; Higher Education; Neoliberalism; South Africa Ausland; Bildungsfonds; Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Instructional innovation; Bildungsinnovation; Professionalität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | Funding has become an established means of promoting the professionalisation of teaching and learning. Various funding schemes in Higher Education have incentivised innovation and research aimed at developing a scholarship of teaching. However, a causal relationship is impossible to prove and the underlying subjective processes of scholarly development are contested. It has been suggested that funding might become another instrument to achieve a neoliberal agenda of increased performativity. This paper explores the affordances generated at a particular institution in South Africa from the perspective of recipients of relatively small awards. Qualitative data were generated in face-to-face individual interviews and analysed thematically. Insight generated included how funding acted as a catalyst for further scholarly development of individuals, disciplines and project teams. A culture of flexibility, nurture and care-full operational management were considered enablers. Using 'slow scholarship' as a lens allowed understandings of developmental pathways and multiple contextual influences on scholarly trajectories. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |