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UAL Research Online

Authenticity in academic development: the myth of neutrality

Rathbun, Gail and Turner, Nancy (2012) Authenticity in academic development: the myth of neutrality. International Journal for Academic Development, 17 (3). pp. 231-242. ISSN 1360-144X

Type of Research: Article
Creators: Rathbun, Gail and Turner, Nancy

Academic developers are often positioned as intermediaries who wield value-neutral tools – languages, models, and techniques – in service of decidedly non-neutral institutional goals. We challenge the value of perpetuating the ideal of the neutrality of academic developers and their tools by examining the ways in which our resources and approaches produce imbalances of control, power, and authority in a consulting relationship. We suggest that the values embedded within the practices of academic development lead developers, and the people they help, to act inauthentically. By recognizing the improbability of neutrality in academic development work, the authors seek to open the way to constructive reflection, intentional practice, and ethical consulting choices.

Official Website: http://dx.doi.org/10.1080/1360144X.2012.679273
Additional Information (Publicly available):

Published in Special Issue: Political Geographies in Academic Development.

Keywords/subjects not otherwise listed: academic development, authenticity, consultation, higher education, neutrality, teaching and learning research
Publisher/Broadcaster/Company: Taylor & Francis
Your affiliations with UAL: Other Affiliations > The Teaching and Learning Exchange
Date: 2012
Digital Object Identifier: 10.1080/1360144X.2012.679273
Date Deposited: 01 Oct 2013 16:00
Last Modified: 28 Apr 2017 06:20
Item ID: 6017
URI: https://ualresearchonline.arts.ac.uk/id/eprint/6017

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