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Higher Education: Handbook of Theory and Research pp 317–354Cite as

An Exploration of the Scholarly Foundations of Educational Development

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Part of the book series: Higher Education: Handbook of Theory and Research ((HATR,volume 26))

Abstract

Attempts to improve teaching and learning in higher education are evolving and are becoming more evidence-based. The present chapter looks at some of this evidence as it may inform teaching and learning improvement efforts, strategies for organizational change, and evaluation of programs in educational development. In so doing, we focus on examples of scholarship that educational developers might call “foundational.” The scholarly foundations of attempts to improve teaching and learning are placed in one of three categories: the apocryphal, the theoretically plausible, and the research-based. It is suggested that organizational culture research be used to help develop strategies for organizational change, a key task in educational development. Similarly, foundational literature is reviewed assessing the impact of training on university teachers skills, their approach to teaching and their students’ approaches to their learning.

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Notes

  1. 1.

    In this chapter, we focus our attention primarily on educational development within the research-intensive university. Although we recognize that educational development centers and initiatives are widely occurring at many community colleges, liberal arts colleges, and other HEIs, we have chosen to locate our work in the doctoral-granting, research-intensive university for two main reasons: first, because the cultures of such institutions often prompt us to take a scholarly approach to educational work; second, because it is the context within which our own work and research are situated. Despite our chosen focus, we believe that the content of this chapter will be relevant to educational developers and higher education researchers working in a wide range of HEIs, across North America and internationally.

  2. 2.

    For a more detailed review of the search for the source of this tenet, see Atherton (2009).

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Authors and Affiliations

  1. Faculty of Medicine, Centre for Health Education Scholarship, Jim Pattison Pavilion North, Vancouver General Hospital, University of British Columbia, Vancouver, BC, Canada, V5Z 4E3

    Gary Poole

  2. Department of Educational Studies,Faculty of Education, University of British Columbia, Vancouver, BC, Canada, V6T 1Z4

    Isabeau Iqbal

  3. Centre for Teaching, Learning and Technology, University of British Columbia, Vancouver, BC, Canada, V6T 1Z1

    Isabeau Iqbal

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Correspondence to Gary Poole .

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  1. CEPR, 100 Ball Hall, Memphis, TN, 38152-3570, USA

    John C. Smart

  2. Dept. Educational Policy, &, Leadership Studies, University of Iowa, Lindquist Center N491, Iowa City, 52242-1529, Iowa, USA

    Michael B. Paulsen

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Poole, G., Iqbal, I. (2011). An Exploration of the Scholarly Foundations of Educational Development. In: Smart, J., Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0702-3_8

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