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ERIC Number: EJ838790
Record Type: Journal
Publication Date: 2009-Jun
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0018-1560
"Maintaining Competence": A Grounded Theory Typology of Approaches to Teaching in Higher Education
Gregory, Janet; Jones, Robert
Higher Education: The International Journal of Higher Education and Educational Planning, v57 n6 p769-785 Jun 2009
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying, and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their "main concern", namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly heterogeneous groups of students. We have labelled this process "Maintaining Competence". This model stresses the importance of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they "should do" in terms of best practice.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia