TY - JOUR TI - A call for promoting ownership, equity, and agency in faculty development via connected learning AU - Bali, Maha AU - Caines, Autumm T2 - International Journal of Educational Technology in Higher Education AB - For transformation to occur in learning environments and for learners, higher education must first consider how such transformation will occur for the designers and facilitators of learning experiences: the university teachers or educators we call faculty (in the US), instructors, lecturers or professors or, in some instances, university staff. For the purpose of this article, we will refer to them as educators or faculty, and the process of their professional development as educational development or faculty development (more historically common in the US context). We aspire towards universities in the future that cultivate connected, participatory educational development that crosses institutional and national boundaries, and which takes equity, social justice and power differences into consideration, promoting educator agency. We propose theoretical underpinnings of our approach, while also highlighting some examples of recent practice that inspire this direction, but which are small in scale, and can provide springboards for future approaches that may be applied on a wider scale and become more fully integrated, supported and rewarded in institutions. Our theoretical underpinnings are influenced by theories of heutagogy and self-determined learning, transformative learning, connectivist and connected learning, and an interest in equity. DA - 2018/12/20/ PY - 2018 DO - 10.1186/s41239-018-0128-8 DP - BioMed Central VL - 15 IS - 1 SP - 46 J2 - International Journal of Educational Technology in Higher Education SN - 2365-9440 UR - https://doi.org/10.1186/s41239-018-0128-8 Y2 - 2020/12/21/16:50:12 KW - Connected learning KW - Connectivism KW - Educational development KW - Equity KW - Faculty development KW - Heutagogy KW - Higher education KW - Transformative learning ER -