Faculty development for educational leadership

H. Grunefeld; F.J. Prins; J.W.F. van Tartwijk; R. van der Vaart; Daphne Loads; J. Turner; K. Mårtensson; A.M.N. Gibbons; T. Harboe; K. Poder; T. Wubbels

doi:10.1007/978-3-319-56499-9_4

Faculty development for educational leadership

H. Grunefeld, F.J. Prins, J.W.F. van Tartwijk, R. van der Vaart, Daphne Loads, J. Turner, K. Mårtensson, A.M.N. Gibbons, T. Harboe, K. Poder, T. Wubbels

extern

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

Abstract

At most research-intensive universities, academic careers are largely driven
and determined by success in the domain of research, and most faculty
members in leadership positions at these universities typically have a strong
track record in research (Goodall 2006; Goodall et al. 2014; Spendlove
2007). However, more and more these universities recognize that academic
leadership not only needs to be provided in research but also in education
(e.g. ‘LERU Mission’ 2016). This requires specific expertise, which still
needs to be developed in many research-intensive universities. For this
reason, universities committed to the enhancement of teaching and learning
offer professional development aimed at developing expertise in educational
leadership.
This chapter describes five examples of dedicated faculty development
trajectories for educational leadership in research-intensive universities,
focusing on their nature and effects. We first discuss the concept of ‘educational
leadership’ as an important component of academic leadership in research-intensive environments. We will then portray and compare
professional development trajectories for educational leadership in five
research-intensive universities: the universities of Edinburgh, Lund, Oslo,
Copenhagen, and Utrecht. The final sections summarize and discuss the
main characteristics and the perceived gains and challenges of the educational
leadership trajectories in these five universities.

Original language	English
Title of host publication	Strengthening teaching and learning in research universities
Subtitle of host publication	strategies and initiatives for institutional change
Editors	B. Stensaker, G.T. Bilbow, L. Breslow, R. Van der Vaart
Place of Publication	Cham
Publisher	Palgrave Macmillan
Pages	73-101
Number of pages	29
ISBN (Electronic)	9783319564999
ISBN (Print)	9783319564982
DOIs	https://doi.org/10.1007/978-3-319-56499-9_4
Publication status	Published - 2017

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Grunefeld, H., Prins, F. J., van Tartwijk, J. W. F., van der Vaart, R., Loads, D., Turner, J., Mårtensson, K., Gibbons, A. M. N., Harboe, T., Poder, K., & Wubbels, T. (2017). Faculty development for educational leadership. In B. Stensaker, G. T. Bilbow, L. Breslow, & R. Van der Vaart (Eds.), Strengthening teaching and learning in research universities: strategies and initiatives for institutional change (pp. 73-101). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-56499-9_4

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title = "Faculty development for educational leadership",

abstract = "At most research-intensive universities, academic careers are largely drivenand determined by success in the domain of research, and most facultymembers in leadership positions at these universities typically have a strongtrack record in research (Goodall 2006; Goodall et al. 2014; Spendlove2007). However, more and more these universities recognize that academicleadership not only needs to be provided in research but also in education(e.g. {\textquoteleft}LERU Mission{\textquoteright} 2016). This requires specific expertise, which stillneeds to be developed in many research-intensive universities. For thisreason, universities committed to the enhancement of teaching and learningoffer professional development aimed at developing expertise in educationalleadership.This chapter describes five examples of dedicated faculty developmenttrajectories for educational leadership in research-intensive universities,focusing on their nature and effects. We first discuss the concept of {\textquoteleft}educationalleadership{\textquoteright} as an important component of academic leadership in research-intensive environments. We will then portray and compareprofessional development trajectories for educational leadership in fiveresearch-intensive universities: the universities of Edinburgh, Lund, Oslo,Copenhagen, and Utrecht. The final sections summarize and discuss themain characteristics and the perceived gains and challenges of the educationalleadership trajectories in these five universities.",

author = "H. Grunefeld and F.J. Prins and {van Tartwijk}, J.W.F. and {van der Vaart}, R. and Daphne Loads and J. Turner and K. M{\aa}rtensson and A.M.N. Gibbons and T. Harboe and K. Poder and T. Wubbels",

year = "2017",

doi = "10.1007/978-3-319-56499-9_4",

language = "English",

isbn = "9783319564982",

pages = "73--101",

editor = "B. Stensaker and G.T. Bilbow and L. Breslow and {Van der Vaart}, R.",

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publisher = "Palgrave Macmillan",

address = "United Kingdom",

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Grunefeld, H , Prins, FJ , van Tartwijk, JWF, van der Vaart, R, Loads, D, Turner, J, Mårtensson, K, Gibbons, AMN, Harboe, T, Poder, K & Wubbels, T 2017, Faculty development for educational leadership. in B Stensaker, GT Bilbow, L Breslow & R Van der Vaart (eds), Strengthening teaching and learning in research universities: strategies and initiatives for institutional change. Palgrave Macmillan, Cham, pp. 73-101. https://doi.org/10.1007/978-3-319-56499-9_4

Faculty development for educational leadership. / Grunefeld, H.; Prins, F.J.; van Tartwijk, J.W.F. et al.
Strengthening teaching and learning in research universities: strategies and initiatives for institutional change. ed. / B. Stensaker; G.T. Bilbow; L. Breslow; R. Van der Vaart. Cham: Palgrave Macmillan, 2017. p. 73-101.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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AU - Grunefeld, H.

AU - Prins, F.J.

AU - van Tartwijk, J.W.F.

AU - van der Vaart, R.

AU - Loads, Daphne

AU - Turner, J.

AU - Mårtensson, K.

AU - Gibbons, A.M.N.

AU - Harboe, T.

AU - Poder, K.

AU - Wubbels, T.

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N2 - At most research-intensive universities, academic careers are largely drivenand determined by success in the domain of research, and most facultymembers in leadership positions at these universities typically have a strongtrack record in research (Goodall 2006; Goodall et al. 2014; Spendlove2007). However, more and more these universities recognize that academicleadership not only needs to be provided in research but also in education(e.g. ‘LERU Mission’ 2016). This requires specific expertise, which stillneeds to be developed in many research-intensive universities. For thisreason, universities committed to the enhancement of teaching and learningoffer professional development aimed at developing expertise in educationalleadership.This chapter describes five examples of dedicated faculty developmenttrajectories for educational leadership in research-intensive universities,focusing on their nature and effects. We first discuss the concept of ‘educationalleadership’ as an important component of academic leadership in research-intensive environments. We will then portray and compareprofessional development trajectories for educational leadership in fiveresearch-intensive universities: the universities of Edinburgh, Lund, Oslo,Copenhagen, and Utrecht. The final sections summarize and discuss themain characteristics and the perceived gains and challenges of the educationalleadership trajectories in these five universities.

AB - At most research-intensive universities, academic careers are largely drivenand determined by success in the domain of research, and most facultymembers in leadership positions at these universities typically have a strongtrack record in research (Goodall 2006; Goodall et al. 2014; Spendlove2007). However, more and more these universities recognize that academicleadership not only needs to be provided in research but also in education(e.g. ‘LERU Mission’ 2016). This requires specific expertise, which stillneeds to be developed in many research-intensive universities. For thisreason, universities committed to the enhancement of teaching and learningoffer professional development aimed at developing expertise in educationalleadership.This chapter describes five examples of dedicated faculty developmenttrajectories for educational leadership in research-intensive universities,focusing on their nature and effects. We first discuss the concept of ‘educationalleadership’ as an important component of academic leadership in research-intensive environments. We will then portray and compareprofessional development trajectories for educational leadership in fiveresearch-intensive universities: the universities of Edinburgh, Lund, Oslo,Copenhagen, and Utrecht. The final sections summarize and discuss themain characteristics and the perceived gains and challenges of the educationalleadership trajectories in these five universities.

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M3 - Chapter

SN - 9783319564982

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EP - 101

BT - Strengthening teaching and learning in research universities

A2 - Stensaker, B.

A2 - Bilbow, G.T.

A2 - Breslow, L.

A2 - Van der Vaart, R.

PB - Palgrave Macmillan

CY - Cham

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Grunefeld H , Prins FJ , van Tartwijk JWF, van der Vaart R, Loads D, Turner J et al. Faculty development for educational leadership. In Stensaker B, Bilbow GT, Breslow L, Van der Vaart R, editors, Strengthening teaching and learning in research universities: strategies and initiatives for institutional change. Cham: Palgrave Macmillan. 2017. p. 73-101 doi: 10.1007/978-3-319-56499-9_4

Faculty development for educational leadership

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