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Cited by 44

The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.

Credibility in educational development: trustworthiness, expertise, and identification

Little, Deandra, Green, David A.·2022·Higher Education Research & Development
DOI 10.1080/07294360.2020.1871325
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Abstract

For educational developers (also called academic or faculty developers) to facilitate change toward effective teaching and learning practices at any level, they must build trust and communicate credible expertise, often while conveying ‘second-hand’ educational knowledge to academics who then act on that knowledge in their own work. In this conceptual article, we propose a new credibility framework, drawing on the intertwined literature on trust and trustworthiness, non-positional leadership, cognitive authority, and educational development. Our framework delineates six interrelated dimensions that developers employ to build trust and promote evidence-informed change in their local contexts.

Overview

Integrity signals

Registry

Crossref · 10.1080/07294360.2020.1871325

Cites

59 of 59 references verified0 citation errors · 0 not checkable

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Verification

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Claims other papers make about this one

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Citations

Cites

Research works printed but not linked: 8

  1. Beach A. L., 2016, Faculty development in the age of evidence: Current practices, future imperatives
  2. Eastcott D., 2016, Advancing practice in academic development, 110
  3. Fanghanel J., 2009, The university and its disciplines: Teaching and learning within and beyond discplinary boundaries, 196
  4. French J. R. P., 1959, Studies in social power, 150
  5. Hovland C. I., 1953, Communication and persuasion
  6. Saroyan, A. & Frenay, M. (2010). Building teaching capacities in higher education: A comprehensive international model (pp. 139–167). Stylus.
  7. Schoorman, F. D. (2002, August 9-14). Discussant. Integrating trust perspectives: Foundations for a revised integrative model of organizational trust [Symposium]. Academic of Management 62nd Annual Meeting, Denver, CO.
  8. Taylor K. L., 2010, Building teaching capacities in higher education: A comprehensive international model, 139

Cited by

See all 44

Metadata

Authors
Little, D., & Green, D. A.
Affiliations
  • Center for the Advancement of Teaching and Learning, Elon University, Elon, NC, USA
  • Center for Faculty Development, Seattle University, Seattle, WA, USA
ORCID
Venue
Higher Education Research & Development
Publisher
Informa UK Limited
Published
2021-01-28
Volume
41
Issue
3
Pages
804-819
ISSN
  • 0729-4360
  • 1469-8366
DOI
10.1080/07294360.2020.1871325
Cited by
44
References
59
Language
en

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

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Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.