STLHE 2015

Having worked in more than one country, we (Celia and Vivian) have had cause to ponder the impact of culture on our perceptions, beliefs and practices as educational developers. Many of the people we work with have similar multicultural experiences, as higher education becomes increasingly globalized. We believe that recognizing and valuing cultural differences will enhance the quality of the academy, for international and domestic faculty and for their global students. We will share observations from our experiences of working abroad, for example, how ‘good’ pedagogy is sometimes culturally defined. Vivian will share stories from her work in Canada, England and Kenya including her thoughts about the authority of the teaching staff and the power balance in the teacher/student relationship, and how these are influenced by the expectations of students and the opportunities for graduates. Celia will discuss her experiences of leading teaching and learning units in both a British and Canadian university, including her observations about faculty expectations of what such a unit should and could achieve, the cultural differences that emerge from mandatory vs. optional faculty development, and how this impacts her work. Participants will be invited to share their own experiences with the group, and through dialogue, explore their own beliefs and assumptions. Together we will identify common themes, such as the extent to which pedagogy, teaching and learning are culturally prescribed, and consider the implications of these for the work of the academy.

Reference:

Popovic, C. (2010). Educational developers at home and abroad. Retrieved from: http://www.seda.ac.uk/research.html?p=7_1_1_1