Gourlay, L;
Oliver, M;
(2016)
Reflecting on things: Sociomaterial perspectives on academic development.
In:
Theorising Learning to Teach in Higher Education.
(pp. 28-42).
Routledge: London, UK.
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Abstract
The aims, discourse and practices of academic development in higher education rest on a series of assumptions about the nature of academic practice and student engagement, assumptions which shape its approaches to enhancement and change. In this chapter, we review and critique these, drawing on sociomaterial theory and evidence from a project that explored the academic practices of students and staff.
| Type: | Book chapter |
|---|---|
| Title: | Reflecting on things: Sociomaterial perspectives on academic development |
| ISBN-13: | 9781138677265 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.4324/9781315559605 |
| Publisher version: | https://doi.org/10.4324/9781315559605 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1492886 |
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