Enhancing Academic Climate: Doctoral Students as Their Own Developers

Autor/inn/en	McAlpine, Lynn; Asghar, Anila
Titel	Enhancing Academic Climate: Doctoral Students as Their Own Developers
Quelle	In: International Journal for Academic Development, 15 (2010) 2, S.167-178 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
Schlagwörter	Graduate Students; Doctoral Programs; Educational Environment; Leadership; Interdisciplinary Approach; Interprofessional Relationship; Job Skills; Teacher Educators; Participative Decision Making; Cooperation; North America + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Führung; Führungsposition; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Produktive Fertigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Co-operation; Kooperation; Nordamerika
Abstract	This study describes a collaborative initiative with doctoral students to create an academic climate more conducive to fostering interaction across disciplinary groups in a faculty of education in North America. The project attempted to ensure that these students had a voice in creating practices, structures, and policies in the faculty that would enhance their doctoral experience. The evidence suggests that students emerged as their own and others' developers, with a commitment and preparedness to provide leadership within the faculty. While situated in a particular faculty, we believe that the findings have important development implications in other settings since they offer an alternate perspective on development--a shift from expanding training to meet perceived needs to creating opportunities for individuals to construct their own learning opportunities. (Contains 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10