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ERIC Number: EJ1186184
Record Type: Journal
Publication Date: 2018-Aug
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-1560
How Lecturers' Understanding of Change Is Embedded in Disciplinary Practices: A Multiple Case Study
Bager-Elsborg, Anna
Higher Education: The International Journal of Higher Education Research, v76 n2 p195-212 Aug 2018
In the literature, higher education teaching is typically conceptualised as generic or determined by disciplinary characteristics. Academic development literature mirrors this dichotomy when discussing the starting point for development work. However, this focus on universal characteristics overlooks crucial aspects of contextual influence on teaching and of lecturers' derived willingness to change their teaching. This article contributes to the existing literature by illustrating how understanding of and willingness to change is a part of a disciplinary practice. The analysis demonstrates how disciplinary dispositions create frames of meaning in which the understanding of change is embedded. Further, it is argued that academic development has a greater chance of succeeding if it aims at the working-group level, challenges the discipline values and takes an outsider perspective.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A