Strategic leadership in academic development

TLDR

Academic work is rapidly evolving toward professionalisation amid fragmentation, yet an integrated faculty role still offers significant value. The authors investigate the expertise required for leaders in academic development and how they and aspiring leaders can cultivate these professional capabilities. They analyze the pressures of professionalisation in staff development to identify the necessary expertise and development pathways for the academic development role. Professionalisation can fragment roles, but an integrated approach aligns leaders with faculty self‑perceptions and enhances their ability to support faculty members. The authors note that they write in a personal capacity and are solely responsible for the analysis, which does not represent their organisations.

Abstract

Abstract The nature of academic work is changing rapidly, with moves towards professionalisation taking place against a background of fragmentation. Indeed, some aspects of professionalisation may have a fragmenting effect. It is suggested that there remains considerable value in the idea of an integrated faculty role. Noting that leaders in staff development face similar pressures to professionalise, the writers consider what expertise is required for the leadership in academic development role, and how role holders and those aspiring to the role may best develop their professional capabilities. They argue for an integrated conception of academic development, and a correspondingly integrated view of the developer’s professional identity and role. It is suggested that this will put leaders in academic development into a position that is more congruent with faculty self‐perceptions, and enable them to support those in faculty roles more effectively. Notes The authors write in a personal capacity. They are solely responsible for the analysis and views expressed which should not be taken to represent the positions of their organisations.