Educational development as a field: are we there yet?

Journal Article

2012

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Higher Education Research and Development

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Taylor & Francis

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University of Cape Town

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Abstract
This paper contributes to the critical engagement about educational development and its status as a field. The critique focuses in particular on our knowledge and the nature of our knowledge-building. The paper argues that unless we strengthen our knowledge base we will not emerge as a professional field able to engage rigorously and systematically with the problems of higher education. Drawing on social realist work that builds on the ideas of Basil Bernstein, a framework is offered for conceptualizing knowledge differentiation and the implications of different types of knowledge for knowledge-building. The paper concludes with suggestions on how educational development might strengthen its knowledge-building capacity.
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This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research & Development on 16 May 2012, available online: http://www.tandfonline.com/10.1080/07294360.2011.631520.

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