Article 2019

Reflecting on feedback processes for new ways of knowing, being and acting

QL
Quinn, Lynn
 BK
Behari-Leak, Kasturi
 GR
Ganas, Rieta
 OA
Olsen, Anne Mart
 VJ
Vorster, Jo Anne
International Journal for Academic Development
Journal · Vol. 24 · Issue 4 · pp. 330-341
Abstract

Using participatory research strategies we critically reflect on how, in a formal course for academic developers, feedback supports the induction of participants into the field. We investigated how feedback processes contribute to participants’ explorations of new ways of knowing, being, and acting as academic developers in their contexts. The process of reflecting on contested and diverse approaches to feedback has contributed significantly to theorising our practices as facilitators on the course. We argue that the kind of feedback provided by the tutors has the potential to contribute to strengthening emerging voices and practices of academic developers in the global South. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

Feedback power Academic development doing being knowing

Index Keywords

Author Affiliations
Centre for Higher Education Research, Rhodes University, Grahamstown, Eastern Cape, South Africa
Centre for Higher Education Development, University of Cape Town, Cape Town, Western Cape, South Africa
Wits Writing Centre and the Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, Johannesburg, Gauteng, South Africa
Centre for Teaching, Learning and Media, Nelson Mandela University, Gqeberha, Eastern Cape, South Africa
Funding & Acknowledgements
No funding information
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