| 1. |
- 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.
|
|
| 2. |
- Fremstad, Ester, et al.
(författare)
-
Academic citizenship through the bundle of academic roles
- 2024
-
Ingår i: Journal of Praxis in Higher Education. - : University of Borås, Sweden. - 2003-3605. ; 6:2, s. 42-54
-
Tidskriftsartikel (refereegranskat)abstract
- As academic developers and higher education researchers, we, the authors, have pondered why engaging in public discourse is often found to be difficult by academics and how we can conceptualise and help prepare for the role of academic citizen in general and in more discipline-specific terms. Rather than approaching citizenship as an extraordinary task or role for the academic, we find that it may be best understood and approached as integral to being a researcher and teacher. We use perspectives on the knowledge society and the concept of co-production of science and society to suggest some conceptual inroads for understanding what shape the task of academic citizenship might take.
|
|
| 3. |
- 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.
|
|
| 4. |
|
|
| 5. |
- Fremstad, Ester, et al.
(författare)
-
The critical-constructive potential of academic development : a case study
- 2023
-
Ingår i: Studies in Higher Education. - : Routledge. - 0307-5079 .- 1470-174X. ; 48:7, s. 1097-1110
-
Tidskriftsartikel (refereegranskat)abstract
- In universities worldwide, there is an increased reliance on academic developers to contribute to enhancing higher education. As critical-constructive agents within their universities, academic developers have the potential to contribute to changes on the institutional level as well as on the level of educational practices. While such a role has been discussed in previous research, there are few empirical studies showing what it may look like in practice and how it may be nurtured and sustained. In this article, we explore the growth of an academic development unit over time, tracing its incremental shift from a constricted position with limited legitimacy and agency but emergent critical-constructive voices in 2016, to a centre holding an integrated and strategic position with a critical-constructive focus on the educational and societal mission of the university in 2021. The study contributes (1) an empirical example of how an increasingly integrated, influential and critical-constructive academic development unit may be nurtured; and (2) a conceptual framework to understand and enhance the critical-constructive potential of academic development.
|
|
| 6. |
|
|
