Educational development as a field: are we there yet?

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dc.contributor.authorShay, Suellenen_ZA
dc.date.accessioned2014-07-29T08:36:16Z
dc.date.available2014-07-29T08:36:16Z
dc.date.issued2012en_ZA
dc.descriptionThis 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.en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationShay, S. (2012). Educational development as a field: are we there yet?. <i>Higher Education Research and Development</i>, http://hdl.handle.net/11427/3321en_ZA
dc.identifier.chicagocitationShay, Suellen "Educational development as a field: are we there yet?." <i>Higher Education Research and Development</i> (2012) http://hdl.handle.net/11427/3321en_ZA
dc.identifier.citationShay, S. 2012. Educational development as a field: are we there yet?. Higher Education Research and Development.en_ZA
dc.identifier.issn0729-4360en_ZA
dc.identifier.ris TY - Journal Article AU - Shay, Suellen AB - 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. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - Higher Education Research and Development LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 0729-4360 T1 - Educational development as a field: are we there yet? TI - Educational development as a field: are we there yet? UR - http://hdl.handle.net/11427/3321 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3321
dc.identifier.vancouvercitationShay S. Educational development as a field: are we there yet?. Higher Education Research and Development. 2012; http://hdl.handle.net/11427/3321.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceHigher Education Research and Developmenten_ZA
dc.source.urihttp://dx.doi.org/10.1080/07294360.2011.631520
dc.subject.othereducational developmenten_ZA
dc.subject.otherknowledgeen_ZA
dc.subject.otherprofessional developmenten_ZA
dc.titleEducational development as a field: are we there yet?en_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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