It was a milestone day for me as I posted the thesis to Edinburgh Napier and therefore submitted it officially for examination. There is loads I could say how I feel just now, but for now, I am adding the abstract below and need to get ready for the viva. I am not there yet…
Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development
Academic development in the United Kingdom (UK) has been criticised in the literature for being behind the times and for not modelling innovative and technology-supported practices. Concurrently there are increased external pressures on Higher Education Institutions (HEIs) in the UK to engage large numbers of academic staff in Continuing Professional Development (CPD) to gain a teaching qualification and/or professional recognition, to enhance their teaching practice, and to raise the quality of teaching in order to achieve teaching excellence. The UK Government view is that teaching excellence can be achieved through competition and financial incentives. However, academic staff collaboration combined with open education, can provide an alternative model. The call for more outwards facing and connected CPD by academic developers point towards real opportunities in this area where cross-institutional academic development and collaborative open learning can play a key role. This thesis reports research that provides some options tackling issues in this area. It is a phenomenographic study, which explores the collaborative open learning experience of academic staff and further open learners in two specific cross-institutional academic development courses. It also includes collaborative open learning characteristics using digital online technologies. The findings demonstrate the impact these courses had on the study, participants’ experience and the benefits and positive nature of collaborative open learning in cross-institutional academic development. The study adds to what is known about collaborative open learning in cross-institutional academic development, and also provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context. The study concludes with the proposal of an openly licensed framework developed with the aim of informing academic developers who may be considering and planning to model such approaches.
Submitted the thesis 10 days ahead of my personal target… which was the 15th of May.