ABSTRACT
Previous research has identified a need to critically investigate the formative aspects of different teaching practices in light of the purpose of higher education to educate students with a capacity to act in a professionally responsible manner in preparation for the world of work. This chapter is a case study of one experienced academic developer (AD) who collaborates with an educational leader to improve instructors’ clinical supervision and assessment of dental students. By documenting and analysing the practice of this AD, who clearly states that she believes in deliberative communication as, and for, public good, the case study provides empirical knowledge about possibilities as well as challenges that emerged as the AD sought to lead the process by supporting the leader and the group of instructors. Deliberative communication was deployed pedagogically to build a mutual understanding of how to assess students’ professional responsibility in clinical work in the process of becoming responsible dentists. Enabling the leader and instructors to make nuanced judgements and decisions consistent with suitable assessment regulations is interpreted as a fostering of and contribution to public good in the process of challenging, recalibrating and seeking legitimate compromises between competing perspectives, values and aspirations in higher education.
