Skip to main content
Article thumbnail
Location of Repository

Discipline-based academic development through a tripartite partnership

By K Morss and Marie Donaghy

Abstract

This paper describes a discipline-based academic development project based upon a tripartite relationship between departmental staff, work-based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the 'reflective practitioner', to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work-based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships

Publisher: Routledge
Year: 1998
OAI identifier: oai:eresearch.qmu.ac.uk:749
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://dx.doi.org/10.1080/1360... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.