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TABLE OF CONTENTS; FOREWORD; REFERENCES; 1. MAPPING THE TERRAIN OF PEDAGOGIC FRAILTY; INTRODUCTION; CHARTING TERRAIN; CONCEPT MAPPING; AUTOETHNOGRAPHY; EMERGENCE OF THE PEDAGOGIC FRAILTY MODEL; THE ELEMENTS OF PEDAGOGIC FRAILTY; Regulative vs. Instructional Discourse; Pedagogy and Discipline; Research-Teaching Nexus; Locus of Control; IN CONCLUSION; REFERENCES; 2. FRAMED AUTOETHNOGRAPHY AND PEDAGOGIC FRAILTY: A Comparative Analysis of Mediated Concept Maps; INTRODUCTION; BIOGRAPHICAL CONTEXTS; COMPARISON OF MEDIATED CONCEPT MAPS; Regulative vs. Instructional Discourse; Research-Teaching Nexus
FURTHER REFLECTIONCONCLUSION; REFERENCES; 3. THE '3 RS' OF PEDAGOGIC FRAILTY: Risk, Reward and Resilience; INTRODUCTION; RISK; REWARD; RESILIENCE; THE RELATIONSHIPS BETWEEN THE '3 RS' AND PEDAGOGIC FRAILTY; CONCLUSION; REFERENCES; 4. SEMANTIC WAVES AND PEDAGOGIC FRAILTY; INTRODUCTION; FRAILTY AND REGULATIVE DISCOURSE; LEGITIMATION CODE THEORY; DISCOMFORT AND STRESS; THE SEMANTIC CODE; SEMANTIC WAVES AND RESILIENCE; CONCLUSION; REFERENCES; 5. 'TEACHING EXCELLENCE' IN THE CONTEXT OF FRAILTY; INTRODUCTION; TEACHING EXCELLENCE; PEDAGOGIC STRATIFICATION; METHODOLOGY; DEFINITIONS OF EXCELLENCE
THREATS TO EXCELLENCERESILIENCE AND FRAILTY; FINAL THOUGHTS; NOTE; REFERENCES; 6. THE ROLE OF VALUES IN HIGHER EDUCATION: The Fluctuations of Pedagogic Frailty; INTRODUCTION; PERSONAL AND SOCIAL VALUES; INITIAL ASSUMPTIONS; THE RENEWAL OF FRAILTY; ADAPTATION OF VALUES; LEARNING AND FRAILTY; AN ECOLOGICAL SHIFT; CONCLUSION; REFERENCES; 7. INTEGRATIVE DISCIPLINARY CONCEPTS: The Case of Psychological Literacy; SYNTHESISING DISCIPLINE AND PEDAGOGY; PSYCHOLOGICAL LITERACY AS AN INTEGRATIVE DISCIPLINARY CONCEPT; PEDAGOGIC FRAILTY AND PSYCHOLOGICAL LITERACY
Regulative Discourse Informs Links between Pedagogy and DisciplinePedagogy and Discipline Requires Iterative Dialogue with the Research-Teaching Nexus; Pedagogic Frailty Increases with Lack of Embeddedness between Pedagogy and Discipline; Box 1. Case study; CONCLUSION AND RECOMMENDATIONS; REFERENCES; 8. RE-FRAMING ACADEMIC STAFF DEVELOPMENT; INTRODUCTION: PEDAGOGIC FRAILTY IN A SHIFTING HIGHER EDUCATION CONTEXT; ACADEMIC STAFF DEVELOPMENT; Regulative and Instructional Discourse; (i) Access; (ii) Reflectivity; (iii) Disruption; (iv) Difference; PEDAGOGY AND DISCIPLINE; RESEARCH-TEACHING NEXUS
LOCUS OF CONTROLCONCLUSION; NOTE; REFERENCES; 9. TRAJECTORIES OF PEDAGOGIC CHANGE: Learning and Non-Learning Among Faculty Engaged in Professional Development Projects; INTRODUCTION; PSYCHOLOGICAL PERSPECTIVE ON ADULT LEARNING THEORY; THE DYNAMICS OF PEDAGOGIC CHANGE; THE MULTIPLE FACES OF DEFENCES TO LEARNING; IN CONCLUSION; REFERENCES; 10. PEDAGOGIC FRAILTY AND THE RESEARCH-TEACHING NEXUS; INTRODUCTION; TEACHING-ABSENT OR RESEARCH-ONLY; RESEARCH-ABSENT OR TEACHING-ONLY; RESEARCH-SEPARATED; RESEARCH-DRAINED; TEACHING-DRAINED; CONNECTED RESEARCH AND TEACHING; Research-Informed Teaching
FURTHER REFLECTIONCONCLUSION; REFERENCES; 3. THE '3 RS' OF PEDAGOGIC FRAILTY: Risk, Reward and Resilience; INTRODUCTION; RISK; REWARD; RESILIENCE; THE RELATIONSHIPS BETWEEN THE '3 RS' AND PEDAGOGIC FRAILTY; CONCLUSION; REFERENCES; 4. SEMANTIC WAVES AND PEDAGOGIC FRAILTY; INTRODUCTION; FRAILTY AND REGULATIVE DISCOURSE; LEGITIMATION CODE THEORY; DISCOMFORT AND STRESS; THE SEMANTIC CODE; SEMANTIC WAVES AND RESILIENCE; CONCLUSION; REFERENCES; 5. 'TEACHING EXCELLENCE' IN THE CONTEXT OF FRAILTY; INTRODUCTION; TEACHING EXCELLENCE; PEDAGOGIC STRATIFICATION; METHODOLOGY; DEFINITIONS OF EXCELLENCE
THREATS TO EXCELLENCERESILIENCE AND FRAILTY; FINAL THOUGHTS; NOTE; REFERENCES; 6. THE ROLE OF VALUES IN HIGHER EDUCATION: The Fluctuations of Pedagogic Frailty; INTRODUCTION; PERSONAL AND SOCIAL VALUES; INITIAL ASSUMPTIONS; THE RENEWAL OF FRAILTY; ADAPTATION OF VALUES; LEARNING AND FRAILTY; AN ECOLOGICAL SHIFT; CONCLUSION; REFERENCES; 7. INTEGRATIVE DISCIPLINARY CONCEPTS: The Case of Psychological Literacy; SYNTHESISING DISCIPLINE AND PEDAGOGY; PSYCHOLOGICAL LITERACY AS AN INTEGRATIVE DISCIPLINARY CONCEPT; PEDAGOGIC FRAILTY AND PSYCHOLOGICAL LITERACY
Regulative Discourse Informs Links between Pedagogy and DisciplinePedagogy and Discipline Requires Iterative Dialogue with the Research-Teaching Nexus; Pedagogic Frailty Increases with Lack of Embeddedness between Pedagogy and Discipline; Box 1. Case study; CONCLUSION AND RECOMMENDATIONS; REFERENCES; 8. RE-FRAMING ACADEMIC STAFF DEVELOPMENT; INTRODUCTION: PEDAGOGIC FRAILTY IN A SHIFTING HIGHER EDUCATION CONTEXT; ACADEMIC STAFF DEVELOPMENT; Regulative and Instructional Discourse; (i) Access; (ii) Reflectivity; (iii) Disruption; (iv) Difference; PEDAGOGY AND DISCIPLINE; RESEARCH-TEACHING NEXUS
LOCUS OF CONTROLCONCLUSION; NOTE; REFERENCES; 9. TRAJECTORIES OF PEDAGOGIC CHANGE: Learning and Non-Learning Among Faculty Engaged in Professional Development Projects; INTRODUCTION; PSYCHOLOGICAL PERSPECTIVE ON ADULT LEARNING THEORY; THE DYNAMICS OF PEDAGOGIC CHANGE; THE MULTIPLE FACES OF DEFENCES TO LEARNING; IN CONCLUSION; REFERENCES; 10. PEDAGOGIC FRAILTY AND THE RESEARCH-TEACHING NEXUS; INTRODUCTION; TEACHING-ABSENT OR RESEARCH-ONLY; RESEARCH-ABSENT OR TEACHING-ONLY; RESEARCH-SEPARATED; RESEARCH-DRAINED; TEACHING-DRAINED; CONNECTED RESEARCH AND TEACHING; Research-Informed Teaching