Teaching Development in Higher Education as Scholarly Practice: A Reply to Rowland et al. 'Turning Academics into Teachers?'

Argues, in reply to Rowland et al. (1998) and from an Australian perspective, that teaching development (e.g., academic development/educational development) is a legitimate second-order practice and not evidence of a "dichotomy" between research and teaching in higher education. Appeals for a close collegial relationship between teachers and teaching developers to oppose the corporate managerialism enveloping higher education. (Author/DB)