Textbook (non-) adoption motives, legitimizing strategies and academic field configuration

Temporary institutional breakdowns: the work of university traditions in the consumption of innovative textbooks

“…It suggests, and probably requires, a much more thorough awareness of both the ordering of interaction as well the ordering in interaction -and the associated traditions -from the micro-engagement of university social actors (Hallett, 2010). The present study therefore extends the institutional analysis of Lidstone (1995), Richards (2004) and Palmer, Simmons and Hall (2013) on the role of textbooks in university environments, specifically in relation to how institutions persist and self-reproduce through the presence and continued operation of self-regulating controls that increase the costs of nonconformity (Badat, 2009;Hallett and Ventresca 2006;Lok and DeRond, 2013). The study adds to our understanding of the more 'invisible work' (Leigh-Star, 1999:385) and/or the 'underground work' (Findlow, 2008: 325) between various university actors, resources and activities in the workings of institutions.…”

“…They also pervade more 'backstage' spaces and many facets of academic work, including the broader civic work in society and national innovation systems (Saad, Guermat and Brodie, 2015), pedagogy (Petersen, 2014), research (Berg andÖstergren, 1979) and administration (Rudderford, 1992). These traditions can shape the specific practices of universities such as lecture delivery modes (Goldfinch, 2006), quality assurance initiatives (Findlow, 2008) textbook (non-)adoption (Palmer et al 2013), university-industry collaborations (De Silva, 2015) and admissions-recruitment activities (Brändle, 2016).…”

“…Academic traditions are thus used to define and differentiate academic subjects; the nature of ontology and epistemology and are interpreted in certain ways such as 'our' and/or 'their' tradition. Not only do the content of textbooks serve as introduce, create and preserve knowledge and subject doctrines and traditions (Allen and Press, 2002;Hackley, 2003;Richardson, 2004) but whole model systems or templates of pedagogy have been materialized through particular forms of textbooks (Palmer et al 2013). Therefore, despite various types Although the various forms of traditions and out-workings of traditions have been discussed in the higher education literature, the internal working of university traditions is less well researched.…”

The Institutionalization of CCO Scholarship: Trends from 2000 to 2015

“…Because texts are vital to the institutionalization of CCO scholarship, effort should be made to publish CCO textbooks. As Palmer, Simmons, and Hall (2013) showed, textbooks are important institutional artifacts and play a key role in the constitution of an area of inquiry. Such books will not only bolster CCO scholarship and prevent it from simply being a fashionable topic or fad; they will also force scholars to elucidate their ideas and communicate them in ways that newcomers to CCO research can readily grasp.…”

A Field Guide to Academic Becoming

“…This is a particularly lively question in mathematics education research as mathematics educators consider the frontiers of the field (e.g., Stinson & Walshaw, 2017). As Palmer, Simmons, and Hall (2013) point out the “claiming and creation of boundaries are fundamental in distinguishing subject areas” (p. 496). There is a comfort in stable borders and expectations that will allow for streamlined knowledge production.…”