Researcher-led academic development

Abstract

In this study, members of a higher education department explore their research activity and how it influences their practice as academic developers in a research-led institution. While the research activities of the team members appear diverse, they are all underpinned by a shared set of professional values to provide an anchor for these activities. Research-as-pedagogy and the relationship between the discourses of research and teaching are explored using Bernstein’s knowledge structures. The authors conclude that differences in research focus (horizontal discourse) provide dynamism across a department and that stability is provided through the underpinning core values inherent in the vertical discourse.

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