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Inhaltsangabe
This book focuses on strategic staff development in higher education, a sector in which it has been largely viewed as an operational activity with little organizational relevance. The book demonstrates how staff development needs to be based on modern theories of 'organizational learning', aligning itself with institutional and departmental needs as well as the wants and needs of individual staff. The book takes a broad definition of staff development and seeks to cover all aspects of the academic role and the interests of all staff. The traditional focus on teaching and learning is covered but not to the exclusion of other aspects or the interface between different roles.
In order to achieve a strategic focus, authors are drawn from a range of backgrounds, including senior staff with strategic leadership roles. The book is, therefore, directed to a wider readership than the community of staff development professionals and designed partly to challenge the dominant discourse and established priorities of staff developers. Towards Strategic Staff Development in Higher Education seeks to combine scholarly review of relevent literature with practical strategies and suggestions for the intended readership, principally senior staff, heads of department and staff development professionals.
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Über die Autorin bzw. den Autor
Richard Blackwell is Senior Adviser in the LTSN Generic Centre, UK. Previously he was Director of Training and Staff Development at University of Nottingham. An industrial relations specialist by background, for 10 years he researched and taught human resource management, including at Coventry and Oxford Universities. He is a member of the Research Committee of the Staff and Educational Development Association and of the governing council of the Society for Research into Higher Education. Recent publications focus on staff development and quality enhancement.
Paul Blackmore is Director of the Centre for Academic Practice at the University of Warwick and was formerly at De Montfort University. He developed teaching accreditation programmes at both institutions. At Warwick he is responsible for the University's strategy and policy in academic staff development. His research interests are in conceptualizations of professional expertise and in the development of higher level capabilities. He is convenor of the Standing Conference on Academic Practice, a grouping of heads of academic development in research-intensive institutions.
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