Investing in Teaching Development: Navigating Risk in a Research Intensive Institution

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dc.contributor.authorJawitz, Jeff
dc.contributor.authorPerez, Theresa
dc.date.accessioned2017-07-27T13:52:47Z
dc.date.available2017-07-27T13:52:47Z
dc.date.issued2015-06-01
dc.description.abstractIt is often assumed that academics working in a research intensive university are unlikely to invest in the professional development of their teaching. Institutional structures and culture tend to undermine investment in academics’ teaching role. This study, conducted at the University of Cape Town, draws on an analysis of the environment within which academics make decisions to invest in their role as teachers. While acknowledging the privileging of research embedded in the institution, a significant group of academics have found ways to assert their academic identities as teachers despite the possible consequences and risks that this position entails. This is the pre-print for an article which first appeared in the International Journal for Academic Development.en_ZA
dc.identifier.apacitationJawitz, J., & Perez, T. (2015). Investing in Teaching Development: Navigating Risk in a Research Intensive Institution. <i>International Journal for Academic Development</i>, http://hdl.handle.net/11427/24810en_ZA
dc.identifier.chicagocitationJawitz, Jeff, and Theresa Perez "Investing in Teaching Development: Navigating Risk in a Research Intensive Institution." <i>International Journal for Academic Development</i> (2015) http://hdl.handle.net/11427/24810en_ZA
dc.identifier.citationJawitz, J., Perez, T. 2015-06-01. Investing in Teaching Development: Navigating Risk in a Research Intensive Institution. International Journal for Academic Development.en_ZA
dc.identifier.ris TY - Journal Article AU - Jawitz, Jeff AU - Perez, Theresa AB - It is often assumed that academics working in a research intensive university are unlikely to invest in the professional development of their teaching. Institutional structures and culture tend to undermine investment in academics’ teaching role. This study, conducted at the University of Cape Town, draws on an analysis of the environment within which academics make decisions to invest in their role as teachers. While acknowledging the privileging of research embedded in the institution, a significant group of academics have found ways to assert their academic identities as teachers despite the possible consequences and risks that this position entails. This is the pre-print for an article which first appeared in the International Journal for Academic Development. DA - 2015-06-01 DB - OpenUCT DP - University of Cape Town J1 - International Journal for Academic Development LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - Investing in Teaching Development: Navigating Risk in a Research Intensive Institution TI - Investing in Teaching Development: Navigating Risk in a Research Intensive Institution UR - http://hdl.handle.net/11427/24810 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/24810
dc.identifier.urihttp://www.tandfonline.com/toc/rija20/current
dc.identifier.vancouvercitationJawitz J, Perez T. Investing in Teaching Development: Navigating Risk in a Research Intensive Institution. International Journal for Academic Development. 2015; http://hdl.handle.net/11427/24810.en_ZA
dc.languageengen_ZA
dc.publisherInternational Journal for Academic Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceInternational Journal for Academic Developmenten_ZA
dc.source.urihttp://www.tandfonline.com/toc/rija20/current
dc.titleInvesting in Teaching Development: Navigating Risk in a Research Intensive Institutionen_ZA
dc.typeJournal Articleen_ZA
uct.subject.keywordsresearch-intensive institutionen_ZA
uct.subject.keywordsprofessional developmenten_ZA
uct.type.filetypeImage
uct.type.filetypeInteractive Resource
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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