We show that IL-1beta and TNF-alpha act in synergy to locally suppress longitudinal growth, an effect that can be partially reversed by IGF-I. Although growth hormone (GH)/IGF-I may improve longitudinal growth in children with chronic inflammatory diseases, our results suggest that the inflammatory process itself must be targeted to achieve normal growth.
Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and maintenance with a potential to aid academic developers and others in the endeavour to influence teaching and learning cultures in academia. Throughout the discussion the importance of supporting the weak links between clusters of individuals stands out as a feature to focus upon. We propose that the sheer complexity of culture construction and maintenance in academic organisations is likely to cause any single, isolated attempt for change to fail Instead, we argue that a multitude of inter-related initiatives over a long period of time is likely to distinguish strategies that are successful in influencing academic teaching and learning cultures.
This article contributes to knowledge about learning in workgroups, so called microcultures in higher education. It argues that socially constructed and institutionalised traditions, recurrent practices, and tacit assumptions in the various microcultures influence academic teachers towards certain behaviour. In line with this perspective, we present a heuristic with the potential to differentiate various types of microcultures: the commons, the market, the club, and the square. The heuristic is based on a socio-cultural perspective and research on collective action. Its purpose is to assist academic developers to fine-tune their approaches while engaging with colleagues, but also to aid further inquiry into how institutionalised norms and traditions influence academic teaching and student learning.
This paper explores, mainly through a socio-cultural perspective, the role of mid-level leadership in higher education in relation to educational development. It is argued that supporting and engaging local-level leaders, such as academic programme directors, increases the potential for development of local teaching and learning cultures. The paper describes a programme in a research-intensive university, where leaders conduct scholarly projects focused on contextualised educational development and leadership. Projects are reported in writing and peer-reviewed within the programme. In this article 25 project reports are analysed through a framework focusing on the relational and contextual aspects of leadership. Four projects are specifically elaborated to illustrate important aspects of leadership that become visible through the analysis. These aspects relate to external and internal mandates to lead, i.e. the potential actions available to leaders when navigating the need to build and maintain legitimacy in the formal organisation as well as in the group/s that they as leaders try to influence.
In this article we — as academic developers in two different faculties within a large, research-intensive university — discuss the scholarship of teaching and learning as a strategy for institutional improvement of teaching and learning. We focus on three related issues. Firstly, how can individual engagement in the scholarship of teaching and learning be related to patterns of communication within academia and subsequently have an effect on issues concerning academic identity and status; and how can this be related to an institutional strategy for development? Secondly, what is the appropriate use of educational theory when academic teachers make inquiries into their own teaching, considering that in most cases they are not scholars in education? Finally, while a higher education institution evolves to become gradually more scholarly in relation to teaching and learning, how could the evolving use of theory be supported and monitored? Related to this third issue we describe two cases from Lund University where this has been done. The first case describes how individual teachers can be systematically supported in a scholarship of teaching and learning-direction through pedagogical courses. The second case describes how a faculty uses a reward system for the same purpose.
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