Surface learning about teaching in higher education:The need for more critical conversations

Abstract

Academic development takes place in a context of higher education that is fragmented. Many argue that the development of teaching and learning is a largely generic and practical activity, which is common across disciplines. Others claim that it is generic but grounded in educational theory and research. Sceptical of these claims, this paper argues that it can be theoretical, critical and interdisciplinary. Such an approach would be enhanced if expertise from academic education departments and from service units concerned with educational development could be brought together. This raises questions concerning organizational structure and the professional identity of workers in the field of academic development.

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