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Showing all 6 results
Direct linkBlackmore, Paul; Kandiko, Camille B. – Research in Post-Compulsory Education, 2011
This project identified academics who have been involved with interdisciplinary leadership initiatives and sought to find out what had motivated them, what issues they had encountered and how they had resolved them. A powerful message emerging is the central importance of motivation in interdisciplinary work. Interviewees spoke of leaving their…
Descriptors: Foreign Countries, Higher Education, Career Development, Interdisciplinary Approach
Blackmore, Paul; Kandiko, Camille B. – Research in Post-Compulsory Education, 2011
The introduction of performance-related pay into universities in recent years implies a belief that academic behaviours are modified by money. However, many valued academic activities are poorly paid or not paid at all. Clearly other factors are at work. Academic motivation and new working patterns are explored using the literature. An…
Descriptors: Higher Education, Reputation, Economics, Merit Pay
Blackmore, Paul – Research in Post-Compulsory Education, 2007
The influence of disciplinary identity remains significant in understanding academic practice, although its nature and extent has been debated. A framework of organisational, cognitive and social perspectives is commonly used as a means of structuring investigation. A limited amount of empirical research on academic roles, attitudes, beliefs and…
Descriptors: Intellectual Disciplines, Management Development, Leadership, Higher Education
Blackmore, Paul; Wilson, Andrew; Stainton, Caroline – Research in Post-Compulsory Education, 2005
A research project used critical incident technique to investigate the expertise of staff development leaders in higher education institutions in the United Kingdom. Problems inherent in such analyses are considered and the methodology briefly outlined. Interviewees' conceptions of their professional learning and the basis of their expertise are…
Descriptors: Foreign Countries, Faculty Development, Critical Incidents Method, Higher Education
Peer reviewedBlackmore, Paul; Stainton, Caroline; Wilson, Andrew – Research in Post-Compulsory Education, 2003
Critical incidents technique was used to investigate the expertise of 11 staff development leaders in British higher education institutions. A model of professional expertise including both functionalist and experiential conceptions of expertise was developed and tested. It proved useful in prompting reflection. (Contains 13 references.) (SK)
Descriptors: Critical Incidents Method, Evaluation Methods, Higher Education, Leadership
Peer reviewedBlackmore, Paul – Research in Post-Compulsory Education, 2000
Compares approaches to occupational analysis and develops a framework that identifies the role, skill, and function of each of the following dimensions: focus, conception of rationality, view of knowledge, concept of intelligence, learning process, individual/expertise relationship, enabling factors, psychological theory, model of social…
Descriptors: Classification, Job Analysis, Job Performance, Job Skills
