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Knowledge recontextualisation in academic development : an empirical exploration of an emerging academic region

Ernst Buyl (UGent)
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Abstract
As an emerging field within higher education, academic development remains fragmented, both as a field of theory and practice. In the vibrant, on-going debate about the theoretical foundations and directions of academic development as a nascent field, some relatively wide-ranging claims which have been made seem to be lacking in supporting empirical evidence. With regards to this limitation, this paper contends that more systematic empirical explorations of the knowledge-base of academic development are vital to gain a better understanding of the field. Informed by Bernstein's social realist frameworks on the structure of academic knowledge, the paper presents an analysis of knowledge recontextualisation processes in two English and two Flemish academic development units, based on semi-structured interviews with 30 academic developers. From the analysis, contrasting patterns of knowledge recontextualisation emerged between the four sites and between the national contexts in particular, pointing towards an increasing epistemological fragmentation.
Keywords
Education. Academic development, sociology of knowledge, epistemology, comparative research, recontextualisation

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Please use this url to cite or link to this publication:

MLA
Buyl, Ernst. “Knowledge Recontextualisation in Academic Development : an Empirical Exploration of an Emerging Academic Region.” TEACHING IN HIGHER EDUCATION 22.1 (2017): 78–91. Print.
APA
Buyl, E. (2017). Knowledge recontextualisation in academic development : an empirical exploration of an emerging academic region. TEACHING IN HIGHER EDUCATION, 22(1), 78–91.
Chicago author-date
Buyl, Ernst. 2017. “Knowledge Recontextualisation in Academic Development : an Empirical Exploration of an Emerging Academic Region.” Teaching in Higher Education 22 (1): 78–91.
Chicago author-date (all authors)
Buyl, Ernst. 2017. “Knowledge Recontextualisation in Academic Development : an Empirical Exploration of an Emerging Academic Region.” Teaching in Higher Education 22 (1): 78–91.
Vancouver
1.
Buyl E. Knowledge recontextualisation in academic development : an empirical exploration of an emerging academic region. TEACHING IN HIGHER EDUCATION. Informa UK Limited; 2017;22(1):78–91.
IEEE
[1]
E. Buyl, “Knowledge recontextualisation in academic development : an empirical exploration of an emerging academic region,” TEACHING IN HIGHER EDUCATION, vol. 22, no. 1, pp. 78–91, 2017.
@article{8501454,
  abstract     = {As an emerging field within higher education, academic development remains fragmented, both as a field of theory and practice. In the vibrant, on-going debate about the theoretical foundations and directions of academic development as a nascent field, some relatively wide-ranging claims which have been made seem to be lacking in supporting empirical evidence. With regards to this limitation, this paper contends that more systematic empirical explorations of the knowledge-base of academic development are vital to gain a better understanding of the field. Informed by Bernstein's social realist frameworks on the structure of academic knowledge, the paper presents an analysis of knowledge recontextualisation processes in two English and two Flemish academic development units, based on semi-structured interviews with 30 academic developers. From the analysis, contrasting patterns of knowledge recontextualisation emerged between the four sites and between the national contexts in particular, pointing towards an increasing epistemological fragmentation.},
  author       = {Buyl, Ernst},
  issn         = {1356-2517},
  journal      = {TEACHING IN HIGHER EDUCATION},
  keywords     = {Education. Academic development,sociology of knowledge,epistemology,comparative research,recontextualisation},
  language     = {eng},
  number       = {1},
  pages        = {78--91},
  publisher    = {Informa UK Limited},
  title        = {Knowledge recontextualisation in academic development : an empirical exploration of an emerging academic region},
  url          = {http://dx.doi.org/10.1080/13562517.2016.1221809},
  volume       = {22},
  year         = {2017},
}

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