Exploring e-journaling as a tool for academic identity work: pilot study reflections

Clare Kell, Catherine Camps

    Research output: Contribution to specialist publicationArticle


    In common with module and programme design teams
    across the UK Higher Education sector, we have been
    exploring ways to create curricula and specific learning
    opportunities that are true to our vision of an educated
    person (after Boyer, 1995), enable participants on our
    programme to evidence practice aligned with national
    external accreditation benchmarks, and ‘deliver’ an
    educational experience that meets university-policy
    specifics, with the whole sited in nationally agreed learning
    ‘level’ and credit tariffs. This article first introduces and
    explores the rationale for one of the learning opportunities
    (staff:participant e-journaling) on our Postgraduate Certificate
    in University Teaching and Learning (hereafter PgCUTL),
    and then critiques the artefacts created for evidence of
    efficacy. We conclude with some observations about how
    the e-journaling activity, its critique and the writing of this
    article, are informing our ongoing practice, as educational
    developers in a research-intensive university, in the hope
    that these will resonate with, and start discussion amongst,
    readers of Educational Developments.
    Original languageEnglish
    Specialist publicationEducational Developments
    Publication statusPublished - 2015


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