The emergence of generative artificial intelligence (GAI) has given rise to diverse narratives about its transformative potential in higher education. Despite widespread speculation about how GAI might change teaching and learning, there is a significant gap in understanding how GAI artefacts are perceived in educational practices, particularly from the perspective of university teachers. This study investigates how GAI mediates teachers’ practices and reconfigures professional roles. Drawing on post-phenomenology and technological mediation theory, we focus on university teachers’ experiences and perceptions of GAI in higher education. Twenty-four university teachers participated in workshops involving assessment exercises with GAI-generated outputs, followed by focus group interviews discussing the challenges and opportunities posed by GAI. Findings reveal that GAI prompts teachers to reassess established practices, particularly in relation to assessment, while confronting ethical concerns regarding fairness, trust, and quality. Teachers described their initial engagement with GAI as transformative yet challenging, as they navigated uncertainties about their roles while prioritising students’ learning and development. By capturing teachers’ voices during this pivotal period, the study contributes to the growing body of research on AI's role in higher education and provides a nuanced understanding of its impact on teaching and learning.

Pedagogiska meriteringsmodeller har inrättats vid ett flertal svenska lärosäten, men många tvekar eller är negativt inställda. I detta kapitel analyserar vi de olika argument som vi uppfattar förs fram emot att inrätta sådana modeller. Vi resonerar kring själva syftet med pedagogiska meriteringsmodeller, hur syftet förhåller sig till forskning om motivation och identifierar sex incitament som vi menar kan fungera som drivkrafter för pedagogisk utveckling. Avslutningsvis ges exempel på aktiviteter vid Stockholms universitet som är tänkta att bistå lärarnas och lärosätets pedagogiska utveckling. Utifrån de sex incitamenten jämför vi i vilken mån dessa aktiviteter kan tänkas stå sig i relation till en möjlig pedagogisk meriteringsmodell. Vår slutsats är att man kan nå flera incitament utan pedagogisk meriteringsmodell, men att en sådan kan bidra till att fler av dem nås på ett mer systematiskt sätt. Vi noterar också att det kan finnas risker med för stort fokus på yttre motivation i relation till pedagogisk utveckling.

Introduction: Clinical learning has an important role in health care education. However, challenging working environments with increasing staff turnover, sick leave and high work pace create tensions between teaching and clinical activities. After participation in a faculty development program, a teacher team implemented new activities, the supervisors were grouped in pairs for support; a workshop was created for sharing experiences; and a video about feedback was produced.Objectives: To explore and describe supervisors’ perceptions of workplace-based interventions to develop quality in supervision in a clinical learning environment, we posed the research question: How did physiotherapy supervisors perceive the interventions during their supervision?Methods: A qualitative study was conducted. Data was collected using focus group interviews with clinical physiotherapist supervisors (n = 12) and analyzed with inductive qualitative content analysis.Results: One overarching latent theme was identified: an integrated and structured pedagogical approach was key to manage clinical learning. Three categories were identified: The teacher team contributed to structure and a sense of coherence, increased opportunity for collegial collaboration, and clarification of tasks and roles decreased experience of stress.Conclusion: The teacher team and the learning activities implemented contributed to an integrated pedagogical approach where collegial collaboration was beneficial for both new and experienced supervisors. Through the testing of new approaches, the clinical supervisors reported that their educational work was made more visible and attractive and that the well-functioning organization made a difference.

We introduce the special issue entitled ‘Beyond academic development as institutional practice: advancing community-led approaches’ and offer critical commentary that advances the concept and practice of academic community development. Through repeated readings of the 10 articles from diverse contexts included in this issue, we draw out four main themes highlighting why and how academic communities beyond single institutions support academic development. First, we revise the initial conceptual framework of ‘academic community development (ACD)’, which focused the call for papers, presenting six dimensions rather than the previous three continua. Then, we consider the degree of ‘institutionalisation’ of this range of initiatives. From that analysis, we derive a typology of ACD initiatives. We then consider a) what common interests have been served by these communities, and whose they are; b) the focus of these communities in relation to the revised conceptual framework; and c) the essential ingredients for success. We emphasise that communities leverage assets in ways that traditional needs-based academic development often does not. We conclude with implications for typical academic development work.

Background: Collegial conversations are important for sustainable learning to last beyond a course. Research on collegial conversations and peer learning in the workplace during psychiatric residency courses remains sparse, however. In this study, the aim was to explore residents’ opportunities for collegial conversations during and after national courses in psychiatry.Methods: Residents in psychiatry completed an online survey including questions on opportunities for collegial conversations in their workplaces. Logistic regression was used for multivariate analysis and thematic content analysis was used for the open-ended answers where a theoretical framework of communities of practice was employed for the interpretation of the findings.Results: The survey was completed by 112 residents out of 725 (15,4%). The participants reported few structured forums for collegial discussion. The results of multivariate analysis suggest that more women than men feel it is advantageous to attend courses with others from the same workplace or from the same group of residents, described here as a team. The analysis of qualitative data identified how opportunities for collegial conversations differ across contexts and the type of values that are attached to team participation in residency courses.Conclusions: This study highlights the importance of collegial conversations as a way to sustain the learning from residency courses into the workplace. By learning about residents’ perceptions of collegial conversations during and after courses, teachers and directors may be more able to support residents’ lifelong learning and professional development.