Abstract
Probation is little used as a frame of reference in academic development literature. Frequently, the focus is on evaluating teaching qualifications for new lecturers. Less often investigated is the issue of situating such a course within the overall experience of new academics, to consider the role that teaching qualifications have within wider probationary processes in the UK. This qualitative study sought the views of new academics on various influences shaping their socialisation. Insights from this work can feed usefully into policy and practices for academic developers, and three key themes – equity, impact and congruence – are elaborated in this article.
| Original language | English |
|---|---|
| Pages (from-to) | 71-81 |
| Number of pages | 11 |
| Journal | International Journal for Academic Development |
| Volume | 16 |
| Issue number | 1 |
| Early online date | 25 Feb 2011 |
| DOIs | |
| Publication status | Published - 2011 |
Keywords
- probation
- teaching qualifications
- academic practice
- academic development