Significant conversations and significant networks – exploring the backstage of the teaching arena

Roxå, Torgny; Mårtensson, Katarina

doi:10.1080/03075070802597200

Cited by 262 publications

(236 citation statements)

References 24 publications

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“…These authentic conversations build trust among peers, and provide encouragement for junior scholars (Verwoord & Poole, 2016). Leaders also know that, to be persuasive, these conversations are informed by scholarship and are about contributing to that scholarship (Roxå & Mårtensson, 2009. The work of nurturing networks is not just in informal conversations over coffee; leaders also construct sustainable structures for these conversations by organizing reading groups, brown bag research workshops, and writing retreats centered around SoTL, to which they invite colleagues from outside their own departments.…”

Section: Quadrant 3 Emerging Sotl Microcultures Emerging Institutiomentioning

confidence: 99%

“…Recognizing the complexity of influencing teaching and learning in higher education, Roxå, Mårtensson, and their colleague (Roxå & Mårtensson, 2009Roxå, Mårtensson, & Alveteg, 2011) advocate for an intentional approach to cultivating teaching development and culture using a network strategy. Their research finds that faculty are most influenced by colleagues within their close, significant networks such as departments and workgroups.…”

Section: Sotl Leadership In Contextmentioning

confidence: 99%

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Leading Up in the Scholarship of Teaching and Learning

et al. 2017

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Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the many ways that SoTL scholars can and do “lead up” to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area. Les professeurs qui font des recherches dans le domaine de l’avancement des connaissances en enseignement et en apprentissage (ACEA), y compris ceux qui n’occupent pas un poste de leadership formel, occupent une position unique pour s’engager dans des activités de leadership qui peuvent faire avancer le domaine, influencer leurs collègues et effectuer des changements dans leurs contextes locaux ainsi que dans les contextes plus vastes de leur établissement, de leur discipline et du contexte canadien en général. En nous appuyant sur la documentation déjà publiée en ACEA et sur nos diverses expériences personnelles, nous proposons un cadre qui décrit les contextes institutionnels en termes d’activités d’ACEA locales (micro-cultures) et de soutien administratif (niveau macro) que nous utilisons pour décrire les diverses manières dont les chercheurs en ACEA peuvent en arriver à effectuer des changements selon leur propre contexte. En conclusion, nous invitons les chercheurs à prendre en considération leurs activités de leadership, à y réfléchir et à faire des expériences, non seulement pour leur propre croissance professionnelle mais également pour contribuer à la documentation dans ce domaine.

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Section: Quadrant 3 Emerging Sotl Microcultures Emerging Institutiomentioning

confidence: 99%

Section: Sotl Leadership In Contextmentioning

confidence: 99%

Leading Up in the Scholarship of Teaching and Learning

et al. 2017

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“…Firstly, Cox (2004) showed that university teachers operate in a long tradition of solitariness and are not used to sharing and discussing their practices together. It appears that they need to feel safe in a social sense before they engage in such collaborative learning behaviors (Roxå and Mårtensson 2009;Van Waes et al, 2015). Secondly, establishing teams for innovative purposes does not automatically mean that the team members will acknowledge the innovative features of their team task.…”

Section: Introductionmentioning

confidence: 99%

Leadership for team learning: the case of university teacher teams

et al. 2017

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Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their tasks. Team leadership behavior is often considered essential for stimulating team learning behavior, but it is unclear how this transpires. Therefore, the present study explores university teacher team members' perceptions of team learning behavior, their assigned task, and leadership behaviors in their team. Interviews were conducted with 16 members of different teacher teams at a university of applied sciences. Findings included that the vast majority of the team learning behaviors only involved sharing ideas; engaging in constructive conflicts and co-constructions was not observed. Only a few teams combined all three team learning behaviors. In these teams, members observed that existing methods and solutions were no longer adequate, with leaders appearing to combine transformational and transactional behaviors, but operating from a distance without actively interfering in the process. Furthermore, these team members shared leadership behaviors while focusing on the team as a whole, instead of solving problems at individual level. This strongly indicates that task perception and specific vertical and shared team leadership behaviors play a role in stimulating teachers in seeking controversy and co-constructing new knowledge.

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“…Madhavaram and Laverie (2010) have a vision of a relational, experiential trajectory that does not require a formal program; their vision is that one develops such competence 'through learning from (explicit knowledge transfer) and/or interacting (tacit knowledge transfer) with institutions, academic researchers, [discipline-specific] educators, practitioners, educators from other fields, and students ' (p. 203). Similarly Roxå & Mårtensson (2009) advocate learning through conversations in small 'significant networks'. But if a formal programme is not used to structure experiential learning, then this leaves the individual academic with a need for considerable reflective practice (c.f.…”

Section: Debates About Formal Faculty Developmentmentioning

confidence: 99%

Faculty development in teaching and learning: the UK framework and current debates

Hibbert

Semler

2015

Innovations in Education and Teaching International

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Following the publication of a recent report, commissioned by the Higher Education Academy and conducted by SEDA, this short paper considers the HEA UK Professional Standards Framework in the UK Higher Education Sector, in the context of recent and continuing debates about how best to support faculty professional development in teaching (and supporting learning).The need for a framework is briefly articulated, followed by a description of its main elements and a summary of recent evidence on its impact. A discussion of issues and (international) debates about the role of formal qualifications in delivering the kind of faculty development envisaged in the framework and aligned programmes is then presented. The paper concludes with some suggestions for research that arise from this review.

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Significant conversations and significant networks – exploring the backstage of the teaching arena

Cited by 262 publications

References 24 publications

Leading Up in the Scholarship of Teaching and Learning

Leading Up in the Scholarship of Teaching and Learning

Leadership for team learning: the case of university teacher teams

Faculty development in teaching and learning: the UK framework and current debates

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