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- Simper, Natalie, et al.
(författare)
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Assessment cultures in higher education : reducing barriers and enabling change
- 2022
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Ingår i: Assessment & Evaluation in Higher Education. - : Informa UK Limited. - 0260-2938 .- 1469-297X. ; 47:7, s. 1016-1029
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Tidskriftsartikel (refereegranskat)abstract
- A series of worldwide projects concerning assessment, student outcomes and quality in higher education has revealed the need for a change in how higher education institutions assess student outcomes; however, many academics remain unconvinced. The success of assessment change arguably depends on the assessment culture within the institution. This qualitative investigation of assessment cultures draws on the perspectives of 35 academics from Australia, Canada and Sweden. Data were analysed through a socio-cultural lens, with results supporting assessment cultures related to institutional structures and collegial relationships. The results also suggest the existence of assessment microcultures embedded in disciplines. This study provides concurrent validity to previous studies of assessment cultures, evidenced from institutional leadership perspectives, through the analysis of academic practitioners’ viewpoints. Synthesis of findings observed that a combination of agency for change and policy levers effectively stimulated change. Included are suggestions to address the perceived barriers of entrenched disciplinary practices, institutional systems and logistical constraints. There is limited empirical research on the impact of assessment culture on assessment practices; this study addresses this shortcoming and provides a new aspect to add to the literature on assessment cultures in higher education.
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| 2. |
- Wallengren, Ann-Kristin, et al.
(författare)
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Introduktion
- 2021
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Ingår i: Hållbart lärarskap: universitetsundervisning i förändring : Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2020 - Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2020. - 9789172674530 - 9789172674547 ; , s. 9-14
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Örbring, David, et al.
(författare)
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Geografiska perspektiv i humanistisk och teologisk utbildning
- 2016
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Ingår i: Högskolepedagogik i humanistisk och teologisk utbildning : Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2014 - Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2014. - Lund : Humanistiska och teologiska fakulteterna, Lunds universitet. - 9789188473158 - 9789188473165 ; , s. 61-70, s. 61-70
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Mårtensson, Katarina, et al.
(författare)
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Leadership at a local level - Enhancing educational development
- 2016
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Ingår i: Educational Management Administration & Leadership. - : Sage Publications. - 1741-1432 .- 1741-1440. ; 44:2, s. 247-262
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores, mainly through a socio-cultural perspective, the role of mid-level leadership in higher education in relation to educational development. It is argued that supporting and engaging local-level leaders, such as academic programme directors, increases the potential for development of local teaching and learning cultures. The paper describes a programme in a research-intensive university, where leaders conduct scholarly projects focused on contextualised educational development and leadership. Projects are reported in writing and peer-reviewed within the programme. In this article 25 project reports are analysed through a framework focusing on the relational and contextual aspects of leadership. Four projects are specifically elaborated to illustrate important aspects of leadership that become visible through the analysis. These aspects relate to external and internal mandates to lead, i.e. the potential actions available to leaders when navigating the need to build and maintain legitimacy in the formal organisation as well as in the group/s that they as leaders try to influence.
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| 5. |
- Roxå, Torgny, et al.
(författare)
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Agency and structure in academic development practices : are we liberating academic teachers or are we part of a machinery supressing them?
- 2017
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Ingår i: International Journal for Academic Development. - 1360-144X. ; 22:2, s. 95-105
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Tidskriftsartikel (refereegranskat)abstract
- This text taps into an ongoing discussion about academic development. It challenges an image of academic development as precarious and liminal and explores academic development as powerful. Sources of power are described and put into the context of values, ideologies, and policies governing higher education of today. It is our hope that readers will be inspired to problematise their own academic development practices and to reclaim a phase in the history of the profession where members displayed more of a political awareness.
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| 6. |
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| 7. |
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| 8. |
- Mårtensson, Katarina, et al.
(författare)
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Academic developers developing : aspects of an expanding lifeworld
- 2021
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Ingår i: International Journal for Academic Development. - 1470-1324. ; 26:4, s. 405-417
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Tidskriftsartikel (refereegranskat)abstract
- This text discusses the professional development of academic developers. It is based on the authors’ reflections and observations in the context of a semi-formal programme, Strategic Academic Development, held for academic developers in different regions of the world. Most recently the programme participants were academic developers in Singapore. In this text, we as authors share what we notice as similar traits and common patterns across contexts when academic developers develop professionally and their ‘lifeworld’ changes. Five dimensions are highlighted: expanding horizons; widening orientations; intensified focus on ‘the others’; using and/or producing research; and finally, the frames within which academic developers work.
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| 9. |
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| 10. |
- Mårtensson, Katarina, et al.
(författare)
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Developing a Quality Culture through the Scholarship of Teaching and Learning
- 2011
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 30:1, s. 51-62
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Tidskriftsartikel (refereegranskat)abstract
- The critical features of a strategy to promote improved teaching and learning are explored in this article from a socio-cultural perspective in a research-intensive institution. The paper presents theoretical underpinnings and implications as well as an empirical case study of such a strategy and its seemingly successful results. The strategy builds on scholarship of teaching and learning beyond individual development, and aims at cultivating a culture of continuous improvement of teaching and student learning. The case study describes a number of co- ordinated, and interrelated activities at various institutional levels to support the strategy. The results are discussed in terms of academic engagement. Important aspects such as academic freedom, professional identity and leadership are also discussed.
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