标题：Deconstructing the Narratives of Educational Developers on the Enabling and Constraining Conditions in Their Growth, Development and Roles as Educational Staff Development Facilitators at a South African University
期刊名称：International Online Journal of Educational Sciences
电子版ISSN：1309-2707
出版年度：2014
卷号：6
期号：1
页码：103-115
出版社：IOJES
摘要：This study was inspired by the author's participation in a National Research Foundation (NRF) project involvingeight South African universities, investigating the enabling and constraining conditions with regard to the professionaldevelopment of academics in their role as teachers in higher education. Deviating from the NRF project which focused onacademics, this study deconstructs the narratives of academic development practitioners on the cultural, structural and agentialconditions which enable and/or constrain their own professional development, growth and roles as educational staff developmentfacilitators at a South African University. Designed within the qualitative research approach, a case study design was used. Teneducational developers constituted the sample for the study. Individual interviews were held with the educational developersusing a semi-structured interview schedule. Using the Archerian social realist theoretical framework qualitative data was analysedby first transcribing interview tapes and coding the transcribed data. Content analysis was then used to analyse data thematically.The study found that lack of laid down appointment criteria and huge workloads were the major constraining conditions; seniormanagement support and seasoned expertise in the Centre were major enablers for the growth and development of educationaldevelopers. Based on the findings, the study concludes that educational developers are overworked and have loosely defined rolesand recommends the crafting of a code of conduct for educational development and the development of an academy foreducational developers
