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

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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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  Value: <anid>AN0118710702;she01oct.16;2019Mar19.12:46;v2.2.500</anid> <title id="AN0118710702-1">A balancing act: facilitating a University Education Induction Programme for (early career) academics. </title> <p>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.</p> <p>Keywords: andragogy; early career academics; experiential model; university induction</p> <p>It's astonishing, a major failing, that the universities do not teach their future teachers. Academia is the only professional system that doesn't instruct its newcomers in how to do what they will spend most of their time doing. (Derek Bok, [<reflink idref="bib11" id="ref1">11</reflink>], former president of Harvard University)</p> <hd id="AN0118710702-2">1. Introduction</hd> <p>Higher education has witnessed massification, diversification, and diminishing resources in the last decade, impacting the academic profession (Altbach [<reflink idref="bib2" id="ref2">2</reflink>]; Altbach and Knight [<reflink idref="bib3" id="ref3">3</reflink>]). The need for highly skilled, innovative individuals to work in this transforming milieu has grown exponentially (Fielden, [<reflink idref="bib17" id="ref4">17</reflink>]). Universities are now taking up this challenge by mainstreaming academic development.</p> <p>This article explores the formalisation of courses aimed at developing teaching skills for academics, including early career academics (ECAs), at one South African Higher Education institution, namely the University of KwaZulu-Natal (UKZN). We critically interrogate the structured programme used to support ECAs in the higher education environment. The pedagogical underpinnings of the University Education Induction Programme (UEIP) modules are discussed in order to understand what the designers of the programme hoped to achieve whilst working within the constraints of mandated time, unregulated selection of participants and attendance of modules, driven by institutional needs. Drawing on Kolb's ([<reflink idref="bib30" id="ref5">30</reflink>]) experiential model of learning with ideas of andragogy articulated by Knowles ([<reflink idref="bib27" id="ref6">27</reflink>], [<reflink idref="bib26" id="ref7">26</reflink>], [<reflink idref="bib28" id="ref8">28</reflink>]), we theorise how, and to what extent, the integration of the ECAs with more experienced academic staff during the offerings of the programme, influences their academic and professional induction and integration.</p> <hd id="AN0118710702-3">2. Background and context</hd> <p>UKZN prides itself as the premier university of African scholarship with a mission to be, 'A truly South African university that is academically excellent, innovative in research, critically engaged with society and demographically representative.'[<reflink idref="bib1" id="ref9">1</reflink>] Further, UKZN has strategic goals[<reflink idref="bib2" id="ref10">2</reflink>] that emphasise the teaching and learning pillar that underpins its operations. It is the university's responsibility to ensure that academic staff are supported to promote excellence in teaching and learning through their involvement in creative and innovative curriculum, pedagogical strategies, assessment practices and postgraduate research supervision of the highest standards. To establish the university as an institution of choice that values students in all their diversity, is a further goal that seeks to create a student-centred ethos by providing students with curricula, teachers, infra-structure, and support services designed around their needs. It is envisaged that this in turn will produce well-educated, competent, sought-after graduates who are critical thinkers. Another strategic goal of the university is to establish itself as an institution of choice that attracts and retains academics of the highest calibre. The university hopes that this goal is achieved by the creation of an intellectual environment that fosters and stimulates academic life (UKZN Strategic Goals).</p> <p>In order for UKZN to achieve its strategic goals especially with regard to teaching and learning, a policy integrating human resource development and performance and talent management was developed, complemented by a policy on teaching and learning. As a consequence an induction programme was made mandatory through a Senate resolution. Those members of the academic community who had several years' experience of offering courses on teaching and learning to staff were made responsible for the development of the courses, but within set parameters. The UEIP was designed to support the personal and professional growth of its academics through four specialised modules: Supervising Research in Higher Education, Assessing Learning in Higher Education, Designing and Evaluating Curricula in Higher Education, and Teaching and Learning in Higher Education. A thick description of each UEIP module follows, to provide a meaningful context for the theorisation of the development of ECAs.</p> <hd id="AN0118710702-4">2.1. Structure of UEIP</hd> <p>The UEIP is organised and run through UKZN's University Extended Learning (UEL) which is a business arm of the university. Academic coordination is done through Higher Education Training Development (HETD), an academic department within the portfolio of the University Teaching and Learning Office. Academic oversight and the pedagogical integrity of the UEIP is the responsibility of an academic coordinator who reports to HETD. The four modules as stated above are facilitated by HETD academics. Each module runs over three days (20 contact hours each) and is offered at least four times each year. The programme began in 2012 after approval by the Senate. Policy makes it mandatory for all new academics to complete all four modules during their period of probation (i.e. two years). All existing academics at lecturer level and below have four years from the date of approval of the policy (January 2012) to complete the modules. Academics are also required to enter the information about the modules on the Performance Management System. Exemption may be granted on the submission and assessment of a teaching portfolio for promotion purposes or having successfully completed equivalent courses. Academics who have won distinguished teachers awards are also exempt. A description of each module, designed to provide a starting point for academics to critically reflect on their practice, is provided below.</p> <hd id="AN0118710702-5">2.2. Assessing learning in higher education</hd> <p>The module introduces participants to core principles of assessments in higher education and provides insights into the development and implementation of assessment practices. Participants are engaged in reflecting on common challenges and sharing good practices. Discussions are underpinned by relevant theories and literature. The aim is to emphasise the integral role that assessment plays in teaching and learning. Drawing on their experiences, group discussion, theory and literature on assessment, participants are encouraged to critically reflect upon different assessment strategies. By the end of the module, participants should be able to critique different forms of assessment, understand the effects of assessment on teaching and learning, to design an assessment task for a specific purpose and identify university policies impacting on assessment.</p> <hd id="AN0118710702-6">2.3. Teaching and learning in higher education</hd> <p>This module focuses on developing academic staff to enhance and theorise their teaching and learning practices. By the end of the module, participants are expected to critically evaluate their own teaching and learning ideologies and practices; propose and rationalise changes to their current practices; identify learning styles and a range of teaching strategies; and develop appropriate teaching and learning materials in their disciplines.</p> <hd id="AN0118710702-7">2.4. Supervising research in higher education</hd> <p>This module provides the broad context for postgraduate studies and explores the varied facets of supervision in different disciplines. Sessions are structured to enable vibrant discussions between participants from different disciplines, with different expectations and practices, as well as different levels of experience. Attention is drawn to the literature, with discussion focused on the fact that supervision structures and practices vary across disciplines in relation to the kind of research, the types of projects and the guidance that is set up (Lyall et al. [<reflink idref="bib36" id="ref11">36</reflink>]; Leibowitz et al. [<reflink idref="bib35" id="ref12">35</reflink>]). By the end of the module, participants are expected to be aware of the functions and responsibilities of the supervisor and supervisee; to have deliberated on research and supervision ethics; to identify relevant policies; and to devise supervisory strategies.</p> <hd id="AN0118710702-8">2.5. Designing and evaluating curricula in higher education</hd> <p>The aim of this module is to promote professional development in relation to curriculum development in higher education and related to the university's fourth goal. Participants consider various models of curriculum design with the intention of locating their own curricula within these. National and institutional policies are engaged and principles of higher education curriculum design and evaluation are discussed emphasising structural and ideological differences (Bitzer and Botha [<reflink idref="bib7" id="ref13">7</reflink>]). By the end of the module, participants are expected to be able to discuss the effects of various policies on curricula; to articulate various models of curricula; to critique their own curricula and develop a programme within a module template.</p> <p>With this as a background, the following section examines the changing higher education landscape that necessitates such programmes. The discussion notes the 'balancing act' needed between the demands of a massified higher education system and the need for an institutional intellectual culture traditionally centred on the production of quality critical academic thinkers.</p> <hd id="AN0118710702-9">2.6. Early career academics</hd> <p>Literature reveals several definitions of ECAs (Matthews, Lodge, and Bosanquet [<reflink idref="bib37" id="ref14">37</reflink>]; Boice [<reflink idref="bib9" id="ref15">9</reflink>]). ECAs are identified by the length of time they have been in academia. This is linked to probation and pre-tenure reflecting a novice position. Where the emphasis is on research, this may include those enrolled for their PhDs and post-doctoral activities, in some instances it is defined as being within five years of gaining a PhD, or it may include publication experience (Bazeley [<reflink idref="bib5" id="ref16">5</reflink>]). This overlooks a host of variables in terms of individuals and the academic roles they fulfil. Whilst such definitions may work for those who are early post-degree and are entering employment, it is less the case for individuals who delay getting their PhD, or who may have been working in professions and who are entering or sharing in academic employment. Career trajectories, understandings and life/work experience may vary. ECAs may need socialising not only into the institution but into the ways and processes of academia, and how to map their potentially new career. Those joining from industry may have greater life and work experience, thus they may have a different experience of academia and develop a different kind of academic identity (Gale [<reflink idref="bib20" id="ref17">20</reflink>]). All enter with ideas about various aspects of the academic role. Some roles like research are quite extensively discussed, whilst understanding of other roles, like teaching, may generally only be gained through experiencing teaching, or through tutoring. These prior experiences influence ways of teaching and understandings about learning.</p> <hd id="AN0118710702-10">2.7. Staff development</hd> <p>Staff development is an emerging and contested area in higher education. Some academics see this as an encroachment and critique on their expertise and academic autonomy. However, expertise in one's discipline does not necessarily denote expertise in teaching, especially in the changing conditions of massification, growing diversity in the classroom, and modified functions. This is particularly pertinent in the area of teaching (Quinn [<reflink idref="bib41" id="ref18">41</reflink>]; Remmik et al. [<reflink idref="bib42" id="ref19">42</reflink>]). Literature shows that what happens during the first year of employment has a great impact on career development for academics and on retention of staff (Boice [<reflink idref="bib10" id="ref20">10</reflink>]; Solem and Foote [<reflink idref="bib45" id="ref21">45</reflink>]). Remmik et al. ([<reflink idref="bib42" id="ref22">42</reflink>]) concur, noting that not only does it affect their professional identity but also their understandings and values relating to teaching. Growing literature on professional development reveals that most programmes focus on one of two areas, induction or teaching. However, some emergent literature explores research development, and mid-career academics and their development (Larkin and Neumann [<reflink idref="bib34" id="ref23">34</reflink>]; Whitmer et al. [<reflink idref="bib51" id="ref24">51</reflink>]). Development activities can vary, drawing on a combination of internal and external programmes. Different external bodies such as research funding bodies, and research directorates offer a range of support activities. This article focuses on an in-house programme developing the teaching skills of ECAs who are newly entrant to an academic career regardless of age or background within five years of their initial employment (Leibowitz et al. [<reflink idref="bib35" id="ref25">35</reflink>]).</p> <hd id="AN0118710702-11">2.8. Fragmented academic identities</hd> <p>Academic identity is no longer stable, but rather increasingly fragmented in terms of roles (researcher, teacher, administrator, and community engager) (Clegg [<reflink idref="bib12" id="ref26">12</reflink>]; Harris [<reflink idref="bib22" id="ref27">22</reflink>]) or identities (Clegg [<reflink idref="bib12" id="ref28">12</reflink>]; Henkel [<reflink idref="bib23" id="ref29">23</reflink>], [<reflink idref="bib24" id="ref30">24</reflink>]) and contexts. Whereas previously individuals had relative freedom to develop these in their varied academic spaces, often developing their strengths and interests, and paying less attention to other aspects, over the past few decades this has changed. Through New Public Managerialism there is much more pressure now to conform to institutional needs and to develop uniformly and consistently across ever expanding roles. This may reflect in the increasing fragmentation of research from teaching (Blackmore and Blackwell [<reflink idref="bib8" id="ref31">8</reflink>]). It is evident that new academics struggle in their initial phases and are overwhelmed by the demands made upon them, in particular to cope with teaching demands (Solem and Foote [<reflink idref="bib45" id="ref32">45</reflink>]). This is exacerbated by the general sense of isolation that many academics feel.</p> <hd id="AN0118710702-12">2.9. Development of teaching and learning skills</hd> <p>As the importance of, and the pressures on, higher education increase, institutions have begun to consider how to support and develop their staff, partly in response to issues of quality, accountability, and performance that attract funding into institutions. This has seen the emergence and evolution of training for academic staff. In earlier times, professional development emerged in response to attempts to support and help students. Units or departments, often known as Academic Development or Educational Development began by supporting students, but quickly recognised that it might be more efficient to target curriculum and staff development, introducing ways to begin developing teaching and learning skills (Quinn [<reflink idref="bib41" id="ref33">41</reflink>]). These interventions target teaching and curriculum development as the areas that most lecturers have little background in. As Nicholls ([<reflink idref="bib39" id="ref34">39</reflink>]) notes academics are experts within their disciplines but maybe considered novices in the area of teaching. Early attempts through workshops on various aspects, aimed to influence teaching, assessment, and curriculum development. Later, these developed into courses and finally into degree programmes. In recent times, these initiatives have been co-opted by management to serve their needs, and there has been a trend towards making them mandatory especially for ECAs (Kahn [<reflink idref="bib25" id="ref35">25</reflink>]). The variation in focus and structure of such offerings depends on the objectives for the programme (Gale [<reflink idref="bib20" id="ref36">20</reflink>]; Stes et al. [<reflink idref="bib46" id="ref37">46</reflink>]).</p> <hd id="AN0118710702-13">2.10. Contested value of interventions</hd> <p>The value of such interventions are often contested (Ebert-May et al. [<reflink idref="bib15" id="ref38">15</reflink>]; Rienties, Brouwer, and Lygo-Baker [<reflink idref="bib43" id="ref39">43</reflink>]; Stes and van Petegem [<reflink idref="bib47" id="ref40">47</reflink>]), especially by longer standing academics. Yet it has been noted that those who resist may also need help to enhance their teaching acumen. Two aspects that often encourage resistance are the mandatory nature of interventions, and if individuals have been socialised into devaluing teaching (Vajoczki et al. [<reflink idref="bib50" id="ref41">50</reflink>]). Nevertheless, those who have engaged in such activities often report that the support is useful, builds confidence, and helps them in their teaching (Remmik et al. [<reflink idref="bib42" id="ref42">42</reflink>]). Two elements in particular affect the responses. Firstly, the length of time that it takes for internalisation of new practices raises issues of curriculum design. Planners need to be clear what can realistically be expected of a workshop of a few hours, or days, as opposed to sessions spread over a number of weeks or even integrated into professional practice more generally. The levels and types of engagement, and assessments may also impact the effectiveness. Secondly, the process may be affected by whether the actual environment in which individuals practice allow for the ideas generated to be implemented (Gale [<reflink idref="bib20" id="ref43">20</reflink>]; Kahn [<reflink idref="bib25" id="ref44">25</reflink>]; Remmik et al. [<reflink idref="bib42" id="ref45">42</reflink>]; Cox [<reflink idref="bib13" id="ref46">13</reflink>]). Literature also highlights the effect of growing workload demands upon staff, and the general pressure for continuous and greater performance and publications which affect the willingness, ability, and time that individuals have for development activities (Vajoczki et al. [<reflink idref="bib50" id="ref47">50</reflink>]).</p> <hd id="AN0118710702-14">2.11. Need for continuous support programmes</hd> <p>Studies show the need for a balance between front-end and in-service activities. Induction processes, occurring in the early phases, are aimed at socialising individuals into institutions, attempting to align values and practices with those embraced by the organisation (Nicholls [<reflink idref="bib40" id="ref48">40</reflink>]; Trowler and Knight 1999, [<reflink idref="bib49" id="ref49">49</reflink>]; D'Andrea and Gosling [<reflink idref="bib14" id="ref50">14</reflink>]). They also provide support for activities that individuals need to engage immediately, with more ongoing support being offered through continuous development programmes. These may take the form of internal or external workshops, courses or accredited programmes, and may be compulsory or voluntary. Such interventions have to consider whether to have a course that deals with teaching generically, or to customise it to particular disciplines. A useful balance between these ensures a broader view of teaching than remaining discipline focused, but there is a need for what is learnt to be applicable in particular contexts (Vajoczki et al. [<reflink idref="bib50" id="ref51">50</reflink>]; Fullwood, Rowley, and Delbridge [<reflink idref="bib19" id="ref52">19</reflink>]; Adcroft and Taylor [<reflink idref="bib1" id="ref53">1</reflink>]). Other tensions also exist that affect the way such courses are offered and received.</p> <p>We now bring Kolb's ([<reflink idref="bib30" id="ref54">30</reflink>]) theory of experiential learning, supplemented by andragogical learning (Knowles [<reflink idref="bib27" id="ref55">27</reflink>]), to bear on our reflections as curriculum designers and facilitators of the UEIP to determine the extent to which the programme serves to support ECAs and stimulate their development.</p> <hd id="AN0118710702-15">3. Kolb's experiential learning and Knowles' adult learning theory</hd> <p>Kolb's ([<reflink idref="bib30" id="ref56">30</reflink>]) experiential learning theory is built around six propositions or characteristics that reflect prior trends developed by scholars such as Dewey, Lewin and others (Kolb and Kolb [<reflink idref="bib33" id="ref57">33</reflink>]). The characteristics are:</p> <p></p> <ulist> <item> Learning is best conceived as a process, not in terms of outcome: thus learning is a continuous process.</item> <p></p> <item> All learning is re-learning: this entails giving an opportunity to learners to continuously question their beliefs and ideas so as to gain new insights.</item> <p></p> <item> Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world: this idea stresses the fact that conflicts or differences are key to driving the learning process.</item> <p></p> <item> Learning is a holistic process of adaptation: learning involves the whole person and is expressed through thinking, feelings, perceiving and behaving.</item> <p></p> <item> Learning results from synergetic transactions between the person and the environment: this suggests that learning involves assimilating new experiences into existing knowledge and adapting the existing knowledge to new experiences.</item> <p></p> <item> Learning is the process of creating new knowledge: this idea points to constructivist approaches to knowledge, where new experiences help the leaner to construct new knowledge (Kolb and Kolb [<reflink idref="bib32" id="ref58">32</reflink>], 2).</item> </ulist> <p>This is summarised in Figure 1.</p> <p>Graph: Figure 1. Kolb's experiential learning cycle (adapted from <ulink href="http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/kolb">http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/kolb</ulink>).</p> <p>Kolb's cyclic understanding of learning (Figure 1) involves concrete experience, reflective observation, abstract conceptualisation and active experimentation. The cycle shows that learning is a continuous process that can start at any stage. It provides an understanding of how learning and re-learning takes place from concrete experience.</p> <p>Knowles' ([<reflink idref="bib27" id="ref59">27</reflink>]) understanding of adult learning or andragogy is also helpful in theorising the experiences of ECAs. Knowles asserts that adults bring a certain amount of not just life experience but also work experience ([<reflink idref="bib27" id="ref60">27</reflink>]) to the learning process. His understanding of learning draws on experience, motivation, focus, self- direction, relevance as well as a demand for respect and applicability (Knowles, Holton, and Swanson [<reflink idref="bib29" id="ref61">29</reflink>]).</p> <hd id="AN0118710702-16">4. Method and analysis</hd> <p>Using the UKZN programme as a case study for a contextual, in-depth study (Yin [<reflink idref="bib52" id="ref62">52</reflink>]), a comparative autoethnographic approach was employed (Ellis, Adams, and Bochner [<reflink idref="bib16" id="ref63">16</reflink>]). The facilitators of various induction modules comprising the programme wrote reflections on their personal approaches and teaching philosophies, then sat down to compare their reflections. The facilitators were the unit of analysis. Through comparisons of the reflections together with the course documentation, similarities and differences were explored. Data were produced from reflective writings, course templates, guides, and the activities and assessment for each module (see Appendix). Multiple data sources produced at different times for different reasons heightened credibility and trustworthiness. It allowed for confirmability between respondents and sources. Our analysis was facilitated through the theoretical lenses offered by Kolb and Knowles. One facilitator was part of the initial design phase prior to the implementation of the programme in 2012 while the others have become facilitators by virtue of their employment at HETD, redesigning the module packs according to their particular teaching strategies. As part of a larger project, ethical considerations, especially informed consent, beneficence and anonymity, were taken into consideration for this study.</p> <p>The standardising moves relating to qualification frameworks, benchmarking, quality movements, and audits support the idea that teachers or facilitators are simply deliverers of programmes. The notion of curriculum as prescription (Goodson [<reflink idref="bib21" id="ref64">21</reflink>]) has emerged in higher education. In reality any teacher in a classroom (and any good teacher) will create their own version of the course being offered to a greater or lesser extent. Even in this programme, delivered through the commercial arm of the university known as University Extended Learning and registered with the South African Qualifications Authority ostensibly for accreditation purposes, facilitators may still be designers depending on their approach as we see in the discussion below.</p> <p>The data revealed a consistency in approaches to the courses, and ways of engaging with the staff. It was clear that we adopted an interactive approach, both through group work and through the activities we designed. This was seen as appropriate for the kinds of course participants, and fostered not only a collegial and democratic approach but encouraged networking across age and discipline, both during and after the sessions. Thus glimpses of institutional and disciplinary cultures emerged through discussion. This moved beyond the institutionally mandated view, to insights into the actual ethos within institutional spaces. There was often discussion about tensions and contradictions, as well as support that individuals encounter, in the institution. It was this interaction that was most valued by participants as evaluations revealed. The opportunity to bring their concerns and needs into the discussion increased relevance. Such an approach was one way to counter the resistance that many feel, especially the more experienced staff sensing their competence being challenged. Below are the emergent themes from our reports.</p> <hd id="AN0118710702-17">4.1. Privileging experience</hd> <p>One reason for drawing from participants' experiences was the fact that their experiences and challenges become part of the activities engaged in. Kolb asserts: 'According to the four-stage learning cycle depicted in Figure 1, immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn' (Kolb, Boyatzis, and Mainemelis [<reflink idref="bib31" id="ref65">31</reflink>], 3). Different possible solutions become teaching moments, which enable the participants to move from the concrete to the more abstract, to theorise and to link to theories that assist in understanding the process. Critical reflection is made visible through these kinds of interactions.</p> <p>The facilitators valued participants' experience, whether they were actual classroom experiences, or how individuals experienced teaching. As two facilitators noted:</p> <p>One way of doing this is to work with the delegates' prior knowledge. This means recognizing the 'assets' which delegates already possess and working with those to sharpen and develop their thinking. This is in distinct opposition to the banking method of education (Freire [<reflink idref="bib18" id="ref66">18</reflink>]) which requires the presentation of abstract and theoretical facts. Here the academics' experiences of teaching methods, assessment strategies etc. are brought to bear on the theories and perspectives predominant in the field rather than the other way around. (F1)</p> <p>A similar procedure allows for an examination of a variety of influences upon higher education and the postgraduate sector, international, national and institutional. These discussions take as their starting point the knowledge of the participants which allows a drawing on of prior knowledge, but also to consolidate and explore their understandings. (F2)</p> <p>Clearly experience provides the foundation for discussions and the development of materials or strategies in relation to real world contexts. Thus there is an inductive move from the occurrence to theory. There is, however, often tension between a focus on the particular, and the need for a broader and more generic view.</p> <hd id="AN0118710702-18">4.2. Generic versus disciplinary</hd> <p>A particular challenge is that many feel the process focuses only on the generic attributes of teaching, ignoring discipline specific aspects. This debate emerges in multiple areas, for instance in language teaching, skills development or research training. There is a definite need to balance the general and the specific. Whilst time limitations demand a focus on the general, the contribution of stories, questions and case studies from participants enable reflection on the specific. Facilitator 2 reflected on this as part of her pedagogical strategy:</p> <p>Such interactions may also highlight differences between disciplines and show how some issues are particular, whilst many remain generic. Individuals can draw on concrete incidents and experiences and then abstract from those and link with literature via a presentation which draws ideas together. Thus the participants have a certain degree of control over the discussions ... (F2)</p> <p>However, it can be a challenge to get participants to consider that activities carried out in different disciplinary spaces may provide new ways of thinking and acting in one's own space, rather than just dismissing them as 'not our way'.</p> <p>The multilayered approach is reflected by facilitator 1's comments:</p> <p>Here the academics' experiences of teaching methods, assessments strategies etc. are brought to bear on the theories and perspectives predominant in the field rather than the other way around. For example, I ask the academics to bring an assessment task which they have set for their students to our class. We work together and inductively from these tasks ask critical questions of why they assess in the way they do, and to determine to what extent their assessment is constructively aligned (Biggs [<reflink idref="bib6" id="ref67">6</reflink>]) with the outcomes of the course as well as their own perspectives on teaching and learning. (F1)</p> <p>As part of the generic versus disciplinary dialogue, HETD has been contacted to run dedicated, discipline-based training opportunities which are currently being considered. The configurations and standing of these are yet to be determined (F4).</p> <p>The tensions between the generic and disciplinary attributes provide an opportunity for questioning, and facilitate the learning process (Kolb [<reflink idref="bib30" id="ref68">30</reflink>]). In so doing, ECAs and senior academics have opportunities to construct new knowledge by engaging with their prior experiences (Knowles [<reflink idref="bib27" id="ref69">27</reflink>]).</p> <hd id="AN0118710702-19">4.3. Individual versus institutional</hd> <p>Whilst the individual and developmental aspects seem to be privileged by the facilitators, institutional requirements are not overlooked. The tension is highlighted by facilitator 2:</p> <p>... [T]here is an enormous mix of disciplines, many with quite particular approaches, as well as with a huge variety of contexts. In inducting folks into institutional practices there is an expectation that they will come to know the official policies and practices and learn how to comply with these, whilst for facilitators coming from a more developmental frame there may be greater interest in creating a questioning and thoughtful critical engagement with the realities of the classroom. (F2)</p> <p>Processes, procedures, and policies are engaged with, but critically, which facilitators recognise may create tensions for participants. As facilitator 1 debates:</p> <p>It is my view that this may not align with the institution's rationale for offering the UEIP which is to introduce the academics to its policies and pedagogical practices. The academics are subsequently held accountable to upholding these policies and practices and any deviation from these may result in repercussions related to matters such as academic promotion, performance management and teaching workloads. (F1)</p> <p>While there are tensions between the individual and institutional experience, using Kolb's experiential learning, we assist participants to engage in holistic learning where they do not just assimilate knowledge but engage with it reflexively. Thus, we go beyond the institutional agenda of inducting staff, to one that provides spaces for criticality.</p> <hd id="AN0118710702-20">4.4. Compliance versus critical thinking</hd> <p>As befits a university, the approach all the facilitators take is to engage critically rather than to adopt a compliance mentality. This means encouraging agency amongst the participants, and exploring alternatives. The tensions between criticality and compliance are explored by the facilitators:</p> <p>Delegates are given practical assignments that help them deal with the effects of various higher education policies on curricula, models of curriculum, describe and critique their own curricula, and to complete a programme or a module template of the University of KwaZulu Natal. (F3)</p> <p>Furthermore, the induction programme offers a space for academics to express their opinions and vent their frustrations on institutional experience and contested policies. The facilitators play a delicate balancing act between conveying the policies and guidelines of the institutions and expressing their opinions about them. (F4)</p> <p>So staff are given space to construct their knowledge through critical engagement with the course modules. This reflects Knowles' ([<reflink idref="bib27" id="ref70">27</reflink>]) theory that adult learners already come with motivation and self-direction; as such they are ready to engage with learning in meaningful ways, often doing so communally rather than individually.</p> <hd id="AN0118710702-21">4.5. Communities of practice</hd> <p>The daily programme comprises input sessions that include group activities and presentations provoking stimulating discussions around topics. Hence there is a varied response to the activities, and views from all disciplines are heard. Discussions serve as a platform for the more senior academics to share their experiences with the ECAs (F1).</p> <p>After working in groups, participants report to the class. The idea of working in groups fosters a quest for sharing, learning and a networking spirit. The class activities could be described as offering 'a learning together in the voyage of discovery' ... A deliberative democratic approach not only allows for delegates to learn how to sustain arguments, listen to each other, and respect dissenting views, but contributes greatly to the maintenance of the notion of 'communities of practice'. (F3)</p> <p>Facilitator 2 reflects on the relevance of this for the ECAs:</p> <p>Thus novices may grow through being confronted with dilemmas they are as yet unaware of, but their own ideas are also important, and for the experienced folk they have an opportunity to reflect and share their experience and practice with those asking more fundamental questions which encourages reflection (Bates [<reflink idref="bib4" id="ref71">4</reflink>]). This also indicates that their experience and ideas are valued (Rushforth and Upham [<reflink idref="bib44" id="ref72">44</reflink>]). (F2)</p> <p>Group learning provides an opportunity to learn from each other in a problem-centered rather than content-oriented manner. In Knowles' view sharing is enabled by the fact that adult learners are more focused and motivated, and have the ability to bring work experiences to the fore in a learning process.</p> <hd id="AN0118710702-22">4.6. The power of 'external' facilitators</hd> <p>Invited guest speakers from inside the institution and beyond, are instrumental in bringing fresh, critical perspectives which have enriched the dialogue and the programme as a whole. On occasion these guests maybe invited as external facilitators for modules and are seen to potentially bring different views and understandings:</p> <p>External facilitators are often unencumbered by internal dynamics and institutional politics and tend to be more open and 'loose' on controversial issues. The lack of an intimate knowledge of internal issues helps guest speakers to call things as they see them. This opportunity provides the participants to get a new perspective from an external facilitator with largely no 'axe-to-grind'. (F4)</p> <p>The role of the external facilitator could be a little tricky in moderating conversations in cases where they indulge in controversial matters, go astray from the spirit of the programme or deliver poorly. Guests can also bring a more discipline specific view, again refocusing discussions. Such aspects may be part of future research.</p> <hd id="AN0118710702-23">5. Conclusion</hd> <p>In this article, we have noted the importance of deliberate institutional intervention in the development of ECAs particularly with regard to teaching in a changing and complex higher education context. We explored these interventions through a case study of the UEIP at a South African university. As facilitators and designers of the programme, we have been conscientious not to be oblivious to the contested nature of academic development. In this article, we have sought to show how we have negotiated the balancing act of institutional demands and our commitment to intellectual development. In this, we have been assisted by integrating Kolb's experiential learning and Knowles' adult learning theories, where privileging and reflecting on participant views affirms experienced staff, recognising the value of their practice, and providing ownership, whilst opening spaces for innovation through questions and from new ideas from new staff. Reflection becomes more powerful through engagement and ownership. The power of peer engagement, mentoring, and the potential of interdisciplinary networks emerges and could be something for further study.</p> <p>Having made a case for the importance of this programme to the continuing intellectual development of academics, and in line with Kolb's and Knowles' theories, we also want to point out the value of alternative means of knowledge transfer such as mentoring programmes, or peer support processes (Thomas, Lunsford, and Rodrigues [<reflink idref="bib48" id="ref73">48</reflink>]). The idea here is that learning occurs in multiple sites and through multiple means. Hence mentoring programmes where new entrants are paired with more established staff who can provide support in practices, as well as insights into disciplinary and/or institutional culture and procedures, are as much of value to academic development as the programmes which we offer. The combination is particularly useful where this occurs over time and even more so inter-institutionally. There is a double spin-off in that the opportunity can provide support for the ECAs, inducting them, exposing them to institutional cultures whilst also providing developmental opportunities for later career academics who learn through these interactions. As designers and facilitators on this programme we recognise that our role is only partial within a larger intellectual community of practice. We hope it opens the way for further research into networking, integration, and into the issues of educational institutions as community rather than as managed employees.</p> <hd id="AN0118710702-24">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <hd id="AN0118710702-25">Appendix. Table outlining data sources</hd> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Data source</td><td>Phenomenon</td><td>Task</td></tr></thead><tbody><tr><td>Individual reflective pieces</td><td>Philosophical positions, beliefs, values</td><td>Comparison</td></tr><tr><td>Course and programme templates</td><td>Official statements, values,</td><td>Matching to official position</td></tr><tr><td>Course learning guides</td><td>Statements of intent</td><td>Comparing to intent</td></tr><tr><td>Course materials, activities and assessments</td><td>Practice</td><td>Comparing practice</td></tr></tbody></table> </ephtml> </p> <ref id="AN0118710702-26"> <title> Notes </title> <blist> <bibl id="bib1" idref="ref9" type="bt">1</bibl> <bibtext> <ulink href="http://www.ukzn.ac.za/about-ukzn/vision-and-mission;">http://www.ukzn.ac.za/about-ukzn/vision-and-mission;</ulink> accessed on 20 November 2015.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> <ulink href="http://www.ukzn.ac.za/aboutus/strategicplan.pdf;">http://www.ukzn.ac.za/aboutus/strategicplan.pdf;</ulink> accessed 20 November 2015.</bibtext> </blist> </ref> <ref id="AN0118710702-27"> <title> References </title> <blist> <bibtext> Adcroft, A., and D. 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  Data: A Balancing Act: Facilitating a University Education Induction Programme for (Early Career) Academics
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Orientation%22">Teacher Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Andragogy%22">Andragogy</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  Data: 10.1080/03075079.2016.1221658
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  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 52
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1116692
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1116692
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03075079.2016.1221658
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1820
    Subjects:
      – SubjectFull: Teacher Orientation
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Beginning Teacher Induction
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Andragogy
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: A Balancing Act: Facilitating a University Education Induction Programme for (Early Career) Academics
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Reddy, Sarasvathie
      – PersonEntity:
          Name:
            NameFull: Searle, Ruth L.
      – PersonEntity:
          Name:
            NameFull: Shawa, Lester B.
      – PersonEntity:
          Name:
            NameFull: Teferra, Damtew
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 0307-5079
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 10
          Titles:
            – TitleFull: Studies in Higher Education
              Type: main
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