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ERIC Number: EJ1412651
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0729-4360
EISSN: EISSN-1469-8366
Academic Identities and Teaching Wicked Problems: How to 'Shoot a Fog' in a Complex Landscape
Velda McCune; Jenny Scoles; Sharon Boyd; Andy Cross; Pete Higgins; Rebekah Tauritz
Higher Education Research and Development, v43 n1 p166-179 2024
Policy makers increasingly call on higher education to prepare learners for challenges such as global health emergencies or ecological crises. These can be understood as 'wicked problems', which are unbounded, complex and resist simplistic definition. Wicked problems involve stakeholders with incompatible value positions and attempted solutions can result in unforeseen outcomes. How academics stay committed to teaching about such challenging topics -- despite the many difficulties of contemporary higher education -- is an under-researched area. In this study, we interviewed academics who were deeply engaged with teaching about wicked problems. We drew on the concepts of landscapes of practice, boundary work and academic identities to make sense of the teachers' persistence and practices in this space. We conclude with advice for policy makers on how to support academics in this work.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Edinburgh)
Grant or Contract Numbers: N/A