Abstracts - Earli

participants were 100 advanced doctoral students and 100 university professors. Both groups tookpart in a training program designed to achieve this shift in conceptions. Data were obtained frompre- and post intervention questionnaires. Results reveal 3 distinctly different conceptions ofteaching and 5 conceptions of learning and a positive shift in conceptions in both groups followingthe intervention: There was a decreased emphasis placed on the teacher as transmitter ofknowledge and increased emphasis placed on the teacher as the designer of the learningenvironment and mediator of the learning process. There was a difference between the two groupsin the way in which they defined the role of the teacher and student in the teaching and learningprocess. Study results have direct application in the systematic planning and delivery of teachingdevelopment interventions to faculty at the outset of their academic careers.Longitudinal archivingHelen Sword, University of Auckland, New ZealandThis presentation reports on a research study that is still in its early stages and reflects on themethodological principles involved. Rather than directly addressing the debate about the relativecontributions of formal and non-formal formation processes, it asks how the long-term effects ofsuch processes might be identified and analysed. The University of Auckland in New Zealand hasonly recently joined the ranks of international research universities that offer their academic staff aformal qualification in higher education teaching. Launched in 2006, the Post-Graduate Certificatein Academic Practice ensures that University of Auckland staff, particularly early-career lecturers,can acquire the tools to become successful teachers, research scholars and citizens of the academy.Through an emphasis on "academic practice" writ large, the PGCertAcadPrac addresses theparticular challenges faced by academics who must balance the competing demands of teaching,research and service. How do we evaluate the effectiveness of such a programme? Do we monitorself-defined shifts in the participants’ thinking? Changes to their behaviour? Improvements to theirstudents’ exam results? Declarations of personal well-being? Future career trajectories? As Prebbleet al (2004) and others have noted, no single empirical method can measure the long-term personaland institutional effects that a programme such as the Certificate in Academic Practice aims tobring about – not because those effects are nebulous or non-existent, but because the programmeitself emphasises values, skills and outcomes that vary according to each individual’s academicprofile, cannot easily be quantified and are designed to unfold slowly over time. This presentationoutlines a novel research strategy called "longitudinal archiving": a version of portfolio-basedassessment, inspired by arts and humanities research paradigms, that provides researcher with arich and complex range of assessment materials on which to draw and with critical strategies fordoing so.– 790 –