Graduate teaching assistants: responding to the challenges of internationalisation
The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Winter, Jennie [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015 |
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| Rechteinformationen: |
Nutzungsrecht: © 2014 Taylor & Francis 2014 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: The international journal for academic development - London [u.a.] : Taylor & Francis, 1996, 20(2015), 1, Seite 33-13 |
|---|---|
| Übergeordnetes Werk: |
volume:20 ; year:2015 ; number:1 ; pages:33-13 |
| Links: |
|---|
| DOI / URN: |
10.1080/1360144X.2014.986661 |
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| 520 | |a The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. | ||
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10.1080/1360144X.2014.986661 doi PQ20160617 (DE-627)OLC1960272225 (DE-599)GBVOLC1960272225 (PRQ)c1977-ce665279bc84c885f1477a8fd88b63561e887ff8196f858af98a8f4e8621c6e00 (KEY)0295318820150000020000100033graduateteachingassistantsrespondingtothechallenge DE-627 ger DE-627 rakwb eng 370 ZDB Winter, Jennie verfasserin aut Graduate teaching assistants: responding to the challenges of internationalisation 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. Nutzungsrecht: © 2014 Taylor & Francis 2014 international postgraduates graduate teaching assistants teaching development doctoral students Globalization Medicine Graduate students Graduate studies Teaching assistants Turner, Rebecca oth Gedye, Sharon oth Nash, Patricia oth Grant, Vivien oth Enthalten in The international journal for academic development London [u.a.] : Taylor & Francis, 1996 20(2015), 1, Seite 33-13 (DE-627)225413310 (DE-600)1363401-X (DE-576)9225413319 1360-144X nnns volume:20 year:2015 number:1 pages:33-13 http://dx.doi.org/10.1080/1360144X.2014.986661 Volltext http://www.tandfonline.com/doi/abs/10.1080/1360144X.2014.986661 http://search.proquest.com/docview/1658871790 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_4700 AR 20 2015 1 33-13 |
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10.1080/1360144X.2014.986661 doi PQ20160617 (DE-627)OLC1960272225 (DE-599)GBVOLC1960272225 (PRQ)c1977-ce665279bc84c885f1477a8fd88b63561e887ff8196f858af98a8f4e8621c6e00 (KEY)0295318820150000020000100033graduateteachingassistantsrespondingtothechallenge DE-627 ger DE-627 rakwb eng 370 ZDB Winter, Jennie verfasserin aut Graduate teaching assistants: responding to the challenges of internationalisation 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. Nutzungsrecht: © 2014 Taylor & Francis 2014 international postgraduates graduate teaching assistants teaching development doctoral students Globalization Medicine Graduate students Graduate studies Teaching assistants Turner, Rebecca oth Gedye, Sharon oth Nash, Patricia oth Grant, Vivien oth Enthalten in The international journal for academic development London [u.a.] : Taylor & Francis, 1996 20(2015), 1, Seite 33-13 (DE-627)225413310 (DE-600)1363401-X (DE-576)9225413319 1360-144X nnns volume:20 year:2015 number:1 pages:33-13 http://dx.doi.org/10.1080/1360144X.2014.986661 Volltext http://www.tandfonline.com/doi/abs/10.1080/1360144X.2014.986661 http://search.proquest.com/docview/1658871790 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_4700 AR 20 2015 1 33-13 |
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10.1080/1360144X.2014.986661 doi PQ20160617 (DE-627)OLC1960272225 (DE-599)GBVOLC1960272225 (PRQ)c1977-ce665279bc84c885f1477a8fd88b63561e887ff8196f858af98a8f4e8621c6e00 (KEY)0295318820150000020000100033graduateteachingassistantsrespondingtothechallenge DE-627 ger DE-627 rakwb eng 370 ZDB Winter, Jennie verfasserin aut Graduate teaching assistants: responding to the challenges of internationalisation 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. Nutzungsrecht: © 2014 Taylor & Francis 2014 international postgraduates graduate teaching assistants teaching development doctoral students Globalization Medicine Graduate students Graduate studies Teaching assistants Turner, Rebecca oth Gedye, Sharon oth Nash, Patricia oth Grant, Vivien oth Enthalten in The international journal for academic development London [u.a.] : Taylor & Francis, 1996 20(2015), 1, Seite 33-13 (DE-627)225413310 (DE-600)1363401-X (DE-576)9225413319 1360-144X nnns volume:20 year:2015 number:1 pages:33-13 http://dx.doi.org/10.1080/1360144X.2014.986661 Volltext http://www.tandfonline.com/doi/abs/10.1080/1360144X.2014.986661 http://search.proquest.com/docview/1658871790 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_4700 AR 20 2015 1 33-13 |
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10.1080/1360144X.2014.986661 doi PQ20160617 (DE-627)OLC1960272225 (DE-599)GBVOLC1960272225 (PRQ)c1977-ce665279bc84c885f1477a8fd88b63561e887ff8196f858af98a8f4e8621c6e00 (KEY)0295318820150000020000100033graduateteachingassistantsrespondingtothechallenge DE-627 ger DE-627 rakwb eng 370 ZDB Winter, Jennie verfasserin aut Graduate teaching assistants: responding to the challenges of internationalisation 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. Nutzungsrecht: © 2014 Taylor & Francis 2014 international postgraduates graduate teaching assistants teaching development doctoral students Globalization Medicine Graduate students Graduate studies Teaching assistants Turner, Rebecca oth Gedye, Sharon oth Nash, Patricia oth Grant, Vivien oth Enthalten in The international journal for academic development London [u.a.] : Taylor & Francis, 1996 20(2015), 1, Seite 33-13 (DE-627)225413310 (DE-600)1363401-X (DE-576)9225413319 1360-144X nnns volume:20 year:2015 number:1 pages:33-13 http://dx.doi.org/10.1080/1360144X.2014.986661 Volltext http://www.tandfonline.com/doi/abs/10.1080/1360144X.2014.986661 http://search.proquest.com/docview/1658871790 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_4700 AR 20 2015 1 33-13 |
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10.1080/1360144X.2014.986661 doi PQ20160617 (DE-627)OLC1960272225 (DE-599)GBVOLC1960272225 (PRQ)c1977-ce665279bc84c885f1477a8fd88b63561e887ff8196f858af98a8f4e8621c6e00 (KEY)0295318820150000020000100033graduateteachingassistantsrespondingtothechallenge DE-627 ger DE-627 rakwb eng 370 ZDB Winter, Jennie verfasserin aut Graduate teaching assistants: responding to the challenges of internationalisation 2015 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. Nutzungsrecht: © 2014 Taylor & Francis 2014 international postgraduates graduate teaching assistants teaching development doctoral students Globalization Medicine Graduate students Graduate studies Teaching assistants Turner, Rebecca oth Gedye, Sharon oth Nash, Patricia oth Grant, Vivien oth Enthalten in The international journal for academic development London [u.a.] : Taylor & Francis, 1996 20(2015), 1, Seite 33-13 (DE-627)225413310 (DE-600)1363401-X (DE-576)9225413319 1360-144X nnns volume:20 year:2015 number:1 pages:33-13 http://dx.doi.org/10.1080/1360144X.2014.986661 Volltext http://www.tandfonline.com/doi/abs/10.1080/1360144X.2014.986661 http://search.proquest.com/docview/1658871790 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_4700 AR 20 2015 1 33-13 |
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graduate teaching assistants: responding to the challenges of internationalisation |
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Graduate teaching assistants: responding to the challenges of internationalisation |
| abstract |
The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. |
| abstractGer |
The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. |
| abstract_unstemmed |
The last decade has seen intensification in moves to professionalise the practice of university teaching, including graduate teaching assistants (GTAs). It has also seen significant growth in terms of the internationalisation of the postgraduate student body and changing expectations around doctoral training. These transformations have implications for the construction, delivery, and management of educational training for this group, yet little contemporary research exists investigating the adaptability of academic development and institutions to such change. This paper reports empirical research exploring these issues using a UK-based case study. The research investigated the international doctoral students' experience of a teaching course and subsequent academic development. GTAs reported institutional and cultural factors governing access to teaching opportunities, particularly in relation to the international cohort. We explore the possible reasons for this, and the implications for the case institution and the wider HE sector. |
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| title_short |
Graduate teaching assistants: responding to the challenges of internationalisation |
| url |
http://dx.doi.org/10.1080/1360144X.2014.986661 http://www.tandfonline.com/doi/abs/10.1080/1360144X.2014.986661 http://search.proquest.com/docview/1658871790 |
| remote_bool |
false |
| author2 |
Turner, Rebecca Gedye, Sharon Nash, Patricia Grant, Vivien |
| author2Str |
Turner, Rebecca Gedye, Sharon Nash, Patricia Grant, Vivien |
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oth oth oth oth |
| doi_str |
10.1080/1360144X.2014.986661 |
| up_date |
2024-07-03T20:42:46.015Z |
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