Working with Wendy: A tribute to slow scholarship

M.W. Lowther

Abstract


This article celebrates a decade long collaboration between an academic developer and a practitioner in the field of the professional development of actuaries. The collaboration is narrated and then the various professional development experiences that emerged are explored using Tronto’s (1993, 2013) framework of an ethics of care. The analysis shows that all the elements of Tronto’s framework are present in the implementation of the work by the actuarial profession, although ways could be considered to deepen attentiveness to the response of the care receiver. The model of authentic and caring Continuing Professional Development could be useful to academic developers in their work with educators who are also practitioners. Regarding the collaboration itself, the analysis suggests that the presence of all five elements of Tronto’s ethics of care contributed to successful and caring scholarship.


Keywords


Continuing professional development; ethics of care; professionalization; slow scholarship; Wendy McMillan

Full Text:

PDF

References


Banks, S., Hugman, R., Healy, L., Bozalek, V and Orme, J. 2008. Global Ethics for Social Work: Problems and Possibilities – Papers from the Ethics & Social Welfare Symposium, Durban, July 2008. Ethics and Social Welfare 2(3): 276-290

Barad, K. 2007. Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.

Bellis, C. 2000. Professions in society. British Actuarial Journal 6(2): 317−364

Biggs, J. 2003. Teaching for Quality Learning at University. Berkshire: Open University Press.

Boud, D and Hager, P. 2011. Re-thinking continuing professional development through changing metaphors and location in professional practice. Studies in Continuing Education 43(1): 17–30

Boud, D. and Molloy, E. 2013. “What is the Problem with Feedback?” In Feedback in Higher and Professional Education: Understanding it and Doing it well, edited by D.Boud and E.Molloy, 1-10. London: Routledge.

Bozalek, V., McMillan, W., Marshall, D., November, M., Daniels, A. and Sylvester, T. 2014. Analysing the professional development of teaching and learning at UWC from a political ethics of care perspective. Teaching in Higher Education 19(5): 447-458

Bozalek, V., Bayat, A., Motala, S., Mitchell, V. and Gachago, D. 2016a. Diffracting Socially Just Pedagogies through Stained Glass. South African Journal of Higher Education 30(3): 201-218

Bozalek, V., Mitchell, V., Dison, A. and Alperstein, M. 2016b. A diffractive reading of dialogical feedback through the political ethics of care. Teaching in Higher Education, DOI: 10.1080/13562517.2016.1183612

Bozalek, V. 2017. Slow Scholarship in Writing Retreats: A Diffractive Methodology for Response-able Pedagogies. South African Journal of Higher Education 31(2): 40-57

Cannon, R and Newble, D. 2000. A handbook for teachers in universities and colleges: A guide to improving teaching methods. London: Kogan Page.

Carless, D. 2013. “Trust and its role in Facilitating Dialogic Feedback.” In Feedback in Higher and Professional Education: Understanding it and Doing it well, edited by D.Boud and E.Molloy, 90-103. London: Routledge.

Friedman, A. and Woodhead, S. 2012. Approaches to CPD measurement. International Accounting Education Standards Board, http://www.parnglobal.com/approaches-to-cpd-measurement2.htm, 19/01/2012

Hamington, M. 2014. Care as personal, political and performative. Ethics of Care 3: 195-212

Haraway, D. 2016. Staying with the trouble: Making kin in the Chthulucene. Durham and London: Duke University Press.

Houle, C. O. 1981. Continuing Learning in the Professions. San Fransisco: Jossey-Bass

International Actuarial Association. 2012. Principles of Professionalism. http://www.actuaries.org, 12/03/2012

Lowther, M., Doyle, P., Dutkiewicz, C., Els, W., Malan, J., Missankov, I., Slawski, J., Thomson, R. and Wanliss, L. 2005. Report of the Public Interest Task Group of the Actuarial Society of South Africa. Conference Presentation – Actuarial Society of South Africa, Johannesburg

Lowther, M. and McMillan, W. 2006. Planning lifelong professionalization learning for actuaries. South African Actuarial Journal 6: 1−18

Lowther, M., McMillan, W. and Venter, F. 2009. Education for actuarial quality must develop more than technical competence. South African Actuarial Journal 9: 53-75

Lowther, M. and McMillan, W. 2014. The professional development cycle: Key to quality service delivery. South African Actuarial Journal 14: 1-18.

Lowther, M. and McMillan, W. 2015. “I now see CPD as an integral part of my life.” Authorship in Continuing Professional Development. Conference presentation – Organisational Learning, Knowledge and Capabilities Network Milan

McMillan, W. 2001. Explaining Differential Performance of Teacher College Students. D.Ed Thesis, University of the Western Cape.

MacLure, M. (2013). Classification or wonder? Coding as an analytic practice in qualitative research. In R. Coleman & J. Ringrose (Eds.), Deleuze and research methodologies (pp. 164–184). Edinburgh: Edinburgh University Press.

Sen, A. (1999). Development as freedom. Oxford: Oxford University Press.

Sevenhuijsen, S. 2003a. Principle Ethics and the Ethic of Care: Can They Go Together? Social Work/Maatskaplike Werk, 39: 393-399.

Sevenhuijsen, S. 2003b. The relevance of the Feminist Ethic of Care for Social Policy. Feminist Theory 4 (2): 179-197. Doi:10.1177/14647001030042006

Tronto, J. 1993. Moral Boundaries: A Political Argument for an Ethics of Care. New York: Routledge.

Tronto, J. 2013. Caring Democracy: Markets, equality and justice. New York: New York University Press.

Van Schalkwyk, S. and McMillan, W. 2016. ‘I have a chameleon like existence’: A duoethnographic account of border crossing by two academic development practitioners. South African Journal of Higher Education 30(6): 207-223




DOI: https://doi.org/10.20853/32-6-2610

Refbacks

  • There are currently no refbacks.


eISSN: 1753-5913

Copyright © 2016 South African Journal of Higher Education

Hosted by Stellenbosch University Library and Information Service since 2016.

Creative Commons License -CC BY-NC-ND 4.0

Disclaimer:
This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.