| 1. |
|
|
| 2. |
|
|
| 3. |
- Ewins, Kristin, 1981-, et al.
(författare)
-
Deliberative leadership : Moving beyond dialogue
- 2020
-
Ingår i: Leading higher education as and for public good. - London : Routledge. - 9780367205102 - 9780429261947 ; , s. 107-124
-
Bokkapitel (refereegranskat)abstract
- In this chapter, we explore potentials and challenges for academic developers in their roles as deliberative leaders. Deliberative leadership in this context involves contributing to academics’ understanding of, reflection on and enactment of teaching and learning as – and for – public good. Furthermore, it implies performing educational leadership by means of deliberative communication. We study two ADs as they prepare, conduct and reflect on a course session with the aim of nurturing academics’ professional responsibility, through a discussion about learning outcomes and constructive alignment in relation to professional responsibility. We start by situating the case within current research on academic development as well as the recent implementation of the National Qualifications Framework (NQF) in Norwegian higher education. As brokers between external polices, institutional leaders and fellow academics, academic developers are continuously faced with the considerable political and pedagogical challenge of creating spaces for imaginative and creative engagement between policy and practice. Deliberative leadership is identified as a means of seeking out legitimate compromises – consistent with professional responsibility – within these complex webs of commitments. The case, however, repeatedly demonstrates just how challenging deliberative leadership is in practice.
|
|
| 4. |
- Fremstad, Ester, et al.
(författare)
-
Deliberative academic development : The potential and challenge of agency
- 2020
-
Ingår i: International journal for academic development. - : Routledge. - 1360-144X .- 1470-1324. ; 25:2, s. 107-120
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Sugrue, Ciaran, et al.
(författare)
-
Trends in the practices of academic developers : trajectories of higher education?
- 2018
-
Ingår i: Studies in Higher Education. - : Routledge. - 0307-5079 .- 1470-174X. ; 43:12, s. 2336-2353
-
Forskningsöversikt (refereegranskat)abstract
- Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995-2015) are interrogated under five themes. These are: a review of reviews, technology and AD work, their status and identity, assessment of AD work and impact, and the leadership roles of ADs and their impact on institutional leadership. Critical to the evolution of their work has been a more mainstream and public contribution. Their emerging responsibilities in collaboration with institutional leaders, as 'brokers' and 'bridge-builders' position them more strategically within institutions - with potential to be compromised in terms of their espoused values and dispositions while potentially more influential in shaping the futures of their organisations.
|
|
| 8. |
- Sugrue, Ciaran, et al.
(författare)
-
University leaders’ talk about institutional missions and academic developers’ contributions
- 2019
-
Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:6, s. 743-759
-
Tidskriftsartikel (refereegranskat)abstract
- There are increasing external pressures on 21st-century universities to be engines of economic recovery and growth. In this rapidly altering landscape, how university senior leaders articulate the purpose of university education and the contribution of academic developers to fulfil these education purposes is a matter of empirical interest. Senior leaders and academic developers have particular responsibilities since they impact educational quality at an institutional level. Senior leaders are responsible for orienting their institutions, giving direction to colleagues in the process, while their implicit leadership theories animate effort and interactions. Academic developers are employed to provide educational programmes for academics to develop their pedagogical competence, and are increasingly deployed by university leaders to implement new quality assurance systems. Such responsibilities strongly suggest agency and relative autonomy to forge new alliances and collaborative networks where these did not previously exist; they are simultaneously required to be leaders and followers. Consequently, the portfolios of academic developers have expanded exponentially, strategically walking a tightrope between the potentially coercive message of strategic missions and the relative autonomy of academic staff, brokering new horizons of university education in a collegial, collaborative and horizontal manner. The paper captures the dynamics of leading education in four universities: the brokering responsibilities of academic developers.
|
|
