How can we do this? An investigation of power constraints and other barriers to career development practitioners’ innovation in higher education

Abstract

This article investigates the factors influencing career development practitioners’ decisions in relation to innovation in a Higher Education context. Drawing on a dissertation research project, it presents an early substantive grounded theory of practitioners ‘Constructing Empowerment’ to overcome power constraints and other barriers to innovation. The article provides an argument that the sector is at a ‘critical juncture’ in which radical ideas can rapidly be implemented, and that a decision-making model to discern good, from bad or ambiguous ideas may be beneficial for maintaining quality standards and healthy professional boundaries.