A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education

ABSTRACT

There is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers.     

A survey on evaluation practices in teaching and learning centres

There is general consensus that teaching and learning centres have a positive impact on promoting and supporting a culture that values teaching and learning, yet there is limited evidence on how centres evaluate their work. For this purpose, a survey was developed and administered to the directors of 88 Canadian centres; 46 of which completed the survey. In this paper, we share centres’ approaches to evaluation that emerged from the survey findings and the artifact analysis. By raising awareness of evaluation approaches, we are better positioned to identify further opportunities to develop a more systematic and coherent approach to evaluation.