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A Balancing Act: Facilitating a University Education Induction Programme for (Early Career) Academics

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Bibliographic Details
Title: A Balancing Act: Facilitating a University Education Induction Programme for (Early Career) Academics
Language: English
Authors: Reddy, Sarasvathie, Searle, Ruth L., Shawa, Lester B., Teferra, Damtew
Source: Studies in Higher Education. 2016 41(10):1820-1834.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Orientation, Beginning Teachers, Beginning Teacher Induction, Professional Development, Higher Education, Foreign Countries, Andragogy, Case Studies, Comparative Analysis
Geographic Terms: South Africa
DOI: 10.1080/03075079.2016.1221658
ISSN: 0307-5079
Abstract: This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on Kolb's experiential model of learning and Knowles' ideas of andragogy, the article interrogates how individual values, and teaching knowledge and beliefs influence teaching praxis. It highlights some of the tensions within institutional practices.
Abstractor: As Provided
Number of References: 52
Entry Date: 2016
Accession Number: EJ1116692
Database: ERIC
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Abstract:This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on Kolb's experiential model of learning and Knowles' ideas of andragogy, the article interrogates how individual values, and teaching knowledge and beliefs influence teaching praxis. It highlights some of the tensions within institutional practices.
ISSN:0307-5079
DOI:10.1080/03075079.2016.1221658