How lecturers’ understanding of change is embedded in disciplinary practices: a multiple case study

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How lecturers’ understanding of change is embedded in disciplinary practices: a multiple case study. / Bager-Elsborg, Anna.

I: Higher Education, Bind 76, Nr. 2, 2018, s. 195-212.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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@article{22b0bb4e9d654b82ab5c56feb4208ab5,
title = "How lecturers’ understanding of change is embedded in disciplinary practices: a multiple case study",
abstract = "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.",
author = "Anna Bager-Elsborg",
year = "2018",
doi = "10.1007/s10734-017-0195-0",
language = "English",
volume = "76",
pages = "195--212",
journal = "Higher Education",
issn = "0018-1560",
publisher = "Springer Netherlands",
number = "2",

}

RIS

TY - JOUR

T1 - How lecturers’ understanding of change is embedded in disciplinary practices: a multiple case study

AU - Bager-Elsborg, Anna

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

U2 - 10.1007/s10734-017-0195-0

DO - 10.1007/s10734-017-0195-0

M3 - Journal article

VL - 76

SP - 195

EP - 212

JO - Higher Education

JF - Higher Education

SN - 0018-1560

IS - 2

ER -