| 1. |
- Gumaelius, Lena, et al.
(författare)
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Outreach initiatives operated by universities for increasing interest in science and technology
- 2016
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis Group. - 0304-3797 .- 1469-5898. ; , s. 1-34
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Tidskriftsartikel (refereegranskat)abstract
- Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students.
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| 2. |
- 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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| 3. |
- 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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| 7. |
- Iosava, Lela, et al.
(författare)
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Internationalisation of universities : local perspectives on a global phenomenon
- 2019
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Ingår i: Tertiary Education and Management. - : Springer Science and Business Media LLC. - 1358-3883 .- 1573-1936. ; 25:3, s. 225-238
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Tidskriftsartikel (refereegranskat)abstract
- The policy making in internationalisation of higher education is shaped at the national level, and influenced by regional policy debates and globalisation trends, but it tends to obscure the perspectives of academics. Much of what has been written in the scholarly literature in this area has focused on institutional strategies and national policies. We argue that it is crucial to have an in-depth understanding of how academics experience and practice internationalisation in their core teaching and research because of their centrality. This study sought to examine how internationalisation is constructed and enacted at a local or micro level at a research-intensive university in Sweden. Based on the interview data collected from nine semi-structured interviews with the academic staff from various disciplinary groups and three interviews with faculty administrators, we contend that the individual agency of academics serves as a precursor for institutional policy-making.
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| 8. |
- McGrath, Cormac, et al.
(författare)
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The Ebb and Flow of Educational Change : Change Agents as Negotiators of Change
- 2016
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Ingår i: Teaching and Learning Inquiry. - : International Society for the Scholarship of Teaching and Learning. - 2167-4779 .- 2167-4787. ; 4:2
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we are concerned with how change agents go about and experience change implementation in higher education. We identified change agents and interviewed them about how they implement change. Empirical data was analysed using a theoretical framework of change. The findings suggest that change in the university is enacted through a process of negotiation. The findings of this study may offer academic developers, pedagogical leaders, and change agents insight into the complex nature of the change process and inform change agents as to the complex nature and importance of their role.
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| 9. |
- 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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