Exploring academic development programme evaluation at a university: A systematic scholarly approach

Abstract

The systematic review, critique and evaluation of Academic Development programmes are increasingly becoming important for informing ongoing and future programme design. Programme evaluation requires an in-depth comprehension of the programme to be evaluated (Chalmers and Gardiner 2015, 55). This article reports on the evaluation results of Academic Development programmes at the University, with the aim of constructing a conceptual and design framework for thinking about Academic Development programmes. The study applied generic impression, systems theory, reflective and evaluation lenses to determine and evaluate the characteristics of nine Academic Development programmes. The aim was to determine whether these include the promotion of conceptual change, to think differently about teaching and learning in Higher Education. Questions about why do we have Academic Development programmes and, are these needed at all, were explored. This process of moving from a "common-sense approach" (CHE 2016, 168) to a more scholarly approach, includes evaluative-research methodologies, as well as critical reflection within a system theory paradigm. The research outcomes include a conceptual framework, data-driven programme design specifications and a blueprint for a generic Academic Development programme design.