Spheres of Influence: Ventures and Visions in Educational Development*

3-6 July, 2002
The University of Western Australia
Perth, Western Australia

Abstract

Developing teaching and learning partnerships: The use of service agreements in the area of educational development at the University of South Australia

Margaret Hicks, University of South Australia, Australia

As universities move into the 21st century they are experiencing many changes. Globalisation, corporatisation, internationalization, the introduction of new technologies and increased accountability have all had an impact on Australian universities. These changes have had an effect on all university staff, including staff working in the area of educational development. As a result of these impacts many academic development units within Australia have undergone significant changes over the last few years. Some units have survived and others have merged with other university areas or have been subsumed within faculty structures. At the University of South Australia, professional development and student learning support continues to be strengthened. This has occurred through the establishment of areas called Learning Connection on each of the University's metropolitan campuses. One of the critical factors that has contributed to the success of these areas is the establishment of service agreements with each of the Divisions within the University. Through the service agreements two sources of needs in relation to the professional development of staff are brought together: those recognised by the institution as it responds to the changes listed above and the grounded needs of staff as they experience them in working with students. This paper will explore the changing role of academic development units in Australian universities and will focus particularly on the University of South Australia and the development of service agreements.

Key words:
Educational development; Service agreements

Objectives, outcomes and activities:
discussion of ways educational development can be structured to improve learning outcomes for all students

Margaret Hicks is coordinator of teaching and learning services within the Flexible Learning Centre at the University of South Australia. She has worked in higher education for the last twelve years both as a learning adviser and professional developer. Her research interests are in improving student learning outcomes by working directly with teaching staff.

Contact: Margaret Hicks, email: margaret.hicks@unisa.edu.au