Beyond sharing good practice: exploring academic developers’ use of teacher-generated artefacts

While sharing good teaching practice is at the core of most academic developers’ professional roles, little systematic evidence has been collected on this topic so far. This paper investigates if, how and for what specific purposes academic developers collect and share teaching artefacts. We report on an exploratory, survey-based study among academic developers from around the world. Our findings show that most respondents share artefacts, and many do so for specific purposes. We discuss our findings from a socio-cultural perspective to conclude that curating teacher-generated artefacts is an established practice which can be consciously applied to foster a teaching and learning quality culture. We end with recommendations for academic development practice.