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This case study examines how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and strengthens individual commitment to professional development (PD). Using a poststructuralist lens and triangulated evidence from surveys (n=32) and attendance data (n=190), results show a positive correlation between AIP attendance and initial PD engagement, alongside a 35% decline in PD uptake six months later.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-quality-learning-and-teaching-pedagogy-evaluating-a-targeted-localised-academic-induction-program-aip-for-the-impact-on-continuing-professional-development/592870/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-quality-learning-and-teaching-pedagogy-evaluating-a-targeted-localised-academic-induction-program-aip-for-the-impact-on-continuing-professional-development/592870.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the academic induction program (AIP) aim to support in tertiary teachers?","Question",{"text":112,"@type":113},"The AIP is designed to build foundational andragogy knowledge and skills, fostering individual commitment to continuing professional development for quality teaching practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study evidence collected?",{"text":117,"@type":113},"The study triangulated evidence using surveys (n=32) and attendance data (n=190).",{"name":119,"@type":110,"acceptedAnswer":120},"What change in PD uptake was observed after participating in the AIP?",{"text":121,"@type":113},"PD uptake declined by 35% six months after the AIP, even though initial PD engagement was positively correlated with AIP attendance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592870,1792209485,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Australian Journal of Adult Learning Volume 60, Number 2, July 2020  \nPromoting quality learning and teaching pedagogy: Evaluating a targeted localised academic induction program (AIP) for the impact on continuing professional development  \nSara Weuffen Tulsa Andrews Kate Roberts  \nFederation University  \nDespite their position as providers of tertiary education, universities sit beyond normalised discourses of education where qualifications, registration, and continuing professional development are concerned. In this case study, we explore how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and fosters individual commitment to continuing professional development (PD) for the critical engagement, maintenance, and enhancement of quality teaching practices. Through a poststructuralist lens, we gathered triangulated evidence via surveys (n=32) and attendance data (n=190). Our findings indicate a positive correlation between AIP attendance and initial PD engagement but identifies a 35% decline in PD uptake six-month post-AIP. Survey responses indicate that while anAIP is a valuable tool for prompting initial engagement in learning and teaching PD, the role and function  \n246 Sara Weuffen, Tulsa Andrews, Kate Roberts  \nof teaching within universities needs to be elevated in order to support a career-long commitment to academic enhancement.  \nKeywords: Academic development, academic induction, learning and teaching, professional development, lecturer development  \nIntroduction  \nTraditionally, the purpose of universities has been to create intellectual spaces of inquiry, where academics critique, innovate, and contribute to scholarly literature that extends the dominant ideologies of a society (Giroux, 2016).The traditional value of these intellectual spaces has been situated within the opportunities afforded to students to build their social and intellectual capital around particular discourses while developing essential knowledge and skills for particular professions (Inglis, 2016).The intellectual capital gained by students as they undertake a university degree is said to impact positively on their critical thinking skills and provide them with greater access to higher economic opportunities (Matricano, 2019).However, as government bodies, or agencies funded by them, have been positioned increasingly as the legislative authorities of higher education in neo-liberal 21st Century societies, discourses of consumerism, performance management and capitalism have come to dominate core university functions (Tinto, 2006).Appearing to be at odds, at least in part, with the traditional values and purpose of universities.Such neo-liberal ideologies shift the focus from intellectual advancement to product quality and control.  \nIn the age of metric-driven, competency-focussed, evidence-based education systems, the ideological shift away from intellectual advancement has resulted in the zealous assessment of quantitative data to a measure of the success and quality of undergraduate programs as dependent on students’ experiences and perceptions. The definition of quality in these contexts, however, often lacks definition and becomes a contested term where conflated meanings arise (Warner, 2016). In this paper, we use the term to describe the ways in which pedagogy focussed on equity aligns with student learning needs and outcomes, teaching platforms, and accreditation requirements to facilitate success.The concentration on success and quality is due largely to the impact-for-investment conditions  \nPromoting quality learning and teaching pedagogy 247  \nof government funding consistent with neo-liberal agendas.Under  \nthis system, how satisfied students feel about their tertiary education experiences from one semester to the next, and rates of retention, have come to function as normalised validity tools that measure the effectiveness of teaching practices – albeit absent of personal, acad","cbCaiaoBZeAY0DV1","https://ap.wps.com/l/cbCaiaoBZeAY0DV1","pdf",177774,23,"English","# Introduction\n# Literature\n# Case Study Methods and Findings","[{\"question\":\"What does the academic induction program (AIP) aim to support in tertiary teachers?\",\"answer\":\"The AIP is designed to build foundational andragogy knowledge and skills, fostering individual commitment to continuing professional development for quality teaching practices.\"},{\"question\":\"How was the study evidence collected?\",\"answer\":\"The study triangulated evidence using surveys (n=32) and attendance data (n=190).\"},{\"question\":\"What change in PD uptake was observed after participating in the AIP?\",\"answer\":\"PD uptake declined by 35% six months after the AIP, even though initial PD engagement was positively correlated with AIP attendance.\"}]","Promoting quality learning and teaching pedagogy - Evaluating a targeted localised academic induction program (AIP) for the impact on continuing professional development | PDF",1792076000,58]