Teaching philosophies revalued: beyond personal development to academic and institutional capacity building

Ruge, Gesa; Schӧnwetter, D.J.; McCormack, C.; Kennelly, R.

doi:10.1080/1360144X.2021.1963735

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Authors

Ruge, Gesa

Schӧnwetter, D.J.

McCormack, C.

Kennelly, R.

Date

2023

Type

Journal Article

Metadata

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Citation

Ruge, G. and Schӧnwetter, D.J. and McCormack, C. and Kennelly, R. 2023. Teaching philosophies revalued: beyond personal development to academic and institutional capacity building. International Journal for Academic Development. 28 (1): pp. 59-73.

Source Title

International Journal for Academic Development

DOI

10.1080/1360144X.2021.1963735

ISSN

1360-144X

Faculty

Faculty of Business and Law

School

School of Accounting, Economics and Finance

URI

http://hdl.handle.net/20.500.11937/94963

Collection

Curtin Research Publications

Abstract

This research investigates the value of teaching philosophies (TP) for today’s academics and their institutions. It offers a new framework to enhance academic development, personal resilience, and institutional capacity building. Since the 1990s, TPs have been formalised as personally constructed and reflectively written statements of educational values, beliefs, and practices. Whereas within universities, TPs have been institutionalised for academic performance reviews, awards, and promotions. In-depth personal interviews on TPs and their value on personal journeys and institutional experiences were conducted with academics from Australia and Canada. The findings highlight the value and future potential of TPs beyond a formulaic role.