Coaching for accelerated research productivity in Higher Education

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dc.contributor.authorGeber, Hilary
dc.date.accessioned2011-04-15T08:40:20Z
dc.date.available2011-04-15T08:40:20Z
dc.date.issued2010-08
dc.departmentCentre for Learning, Teaching and Development
dc.description.abstractIt is recognized that combining a thorough orientation to academic life and its expectations with intensive training in conceptualising research can accelerate the careers of early career academics. Unique to the structured support programme for research productivity and publication at the University of the Witwatersrand, Johannesburg, was ongoing internal coaching of participants. In the study reported here in-depth interviews of participants and coaches were used to collect data. Internal coaches are academics without being experts in the participants’ disciplines. Goal alignment linked to both individual and organisational objectives resulted in tangible outcomes for research, publication and career changes. Less tangible outcomes concern the value of coaching; coaching during career or personal critical incidents and the important shifts in thinking which occurred. The outcomes have drawn additional funding to the University, and there is ongoing wider implementation across faculties of the programme with internal coaching.en_US
dc.identifier.issn1741-8305
dc.identifier.urihttp://hdl.handle.net/10539/9468
dc.language.isoenen_US
dc.publisherThe International Journal of Evidence Based Coaching and Mentoring Oxford Brookes Universityen_US
dc.subjectinternal coaching; early career academics; structured support; research productivity; publicationen_US
dc.titleCoaching for accelerated research productivity in Higher Educationen_US
dc.typeArticleen_US
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