Includes bibliographical references and index.

Preliminary Material -- Mapping the Terrain of Pedagogic Frailty / Ian M. Kinchin -- Framed Autoethnography and Pedagogic Frailty / Christopher Wiley and Jo Franklin -- The ‘3 Rs’ of Pedagogic Frailty / Naomi E. Winstone -- Semantic Waves and Pedagogic Frailty / Margaret Blackie -- ‘Teaching Excellence’ in the Context of Frailty / Jacqueline Stevenson, , Pauline Whelan and Penny Jane Burke -- The Role of Values in Higher Education / Simon Lygo-Baker -- Integrative Disciplinary Concepts: / Naomi E. Winstone and Julie A. Hulme -- Re-Framing Academic Staff Development / Jo-Anne Vorster and Lynn Quinn -- Trajectories of Pedagogic Change / Linor L. Hadar and David L. Brody -- Pedagogic Frailty and the Research-Teaching Nexus / Anesa Hosein -- Breaking Down Student-Staff Barriers / Catherine Bovill -- Academic Leadership / Sandra Jones -- Enhancing Quality to Address Frailty / Ray Land -- Profiling Pedagogic Frailty Using Concept Maps / Paulo Correia and Joana Aguiar -- Pedagogic Frailty / Ian M. Kinchin and Naomi E. Winstone -- About the Contributors / Ian M. Kinchin and Naomi E. Winstone.

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Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedagogic frailty exists where the quality of interaction between elements in the evolving teaching environment succumbs to cumulative pressures that eventually inhibit the capacity to develop teaching practice. Indicators of frailty can be observed at different resolutions, from the individual, to the departmental or the institutional. Chapters are written by experts in their respective fields who critique the frailty model from the perspectives of their own research. This will help readers to make practical links between established bodies of research literature and the concept of frailty, and to form a coherent and integrated view of higher education. This can then be explored and developed by individuals, departments or institutions to inform and evaluate their own enhancement programmes. This may support the development of greater resilience to the demands of the teaching environment. In comparison with other commonly used terms, we have found that the term ‘frailty’ has improved resonance with the experiences of colleagues across the disciplines in higher education, and elicits a personal (sometimes emotional) response to their professional situation that encourages positive dialogue, debate and reflection that may lead to the enhancement of university teaching. This book offers a particular route through the fractured discourses of higher education pedagogy, creating a coherent and cohesive perspective of the field that may illuminate the experiences and observations of colleagues within the profession. Cover photo: Ian M. Kinchin