The role of academic developers in transforming Bologna regulations to a national and institutional context

Handal, Gunnar; Lycke, Kirsten Hofgaard; Mårtensson, Katarina; Roxå, Torgny; Skodvin, Arne; Solbrekke, Tone Dyrdal

doi:10.1080/1360144x.2013.849254

Cited by 27 publications

(22 citation statements)

References 6 publications

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“…Denne utvidelse av oppgaver har UH-pedagoger dels selv tatt initiativ til når de har sett behov for det (f.eks. Handal et al 2014;Lycke & Handal 2018), men de blir i dag også mer eksplisitt forventet å utføre oppgaver som institusjonsledere definerer (Sugrue et al 2017). Samlet sett påvirker disse forventningene ikke bare ansvarsområdene til UH-pedagoger, men også deres relasjoner til andre kollegaer (se også Stensaker 2018).…”

Section: Sammendragunclassified

“…Nå kan det hevdes at UH-pedagoger alltid har innehatt roller som meglere og brobyggere. I kurs har de brakt vitenskapelig ansatte sammen på tvers av ulike fag (Lycke & Handal 2018), og de har bidratt med oversettelses-og implementeringsarbeid på vegne av insitutsjonsledere i forbindelse med politiske vedtatte initativ (Handal et al 2014). Likevel synes det åpenbart at kombinasjonen av ny offentlig målstyringslogikk og eksternt definerte politiske forventninger om å høyne kvalitet i utdanningen, både utvider ansvarsområdene for UH-pedagogene og utfordrer megler-og brobyggerrollene på nye måter.…”

Section: Uh-pedagogikkens Profesjonelle Og Komplekse Samfunnsmandatunclassified

“…føringer som følger Bolognaprosessen. Dette skaper situasjoner som kan komme i konflikt med UH-pedagogers faglige og moralske vurderinger -noe også tidligere forskning indikerer (Handal et al 2014). Følgende sitat illustrerer en slik spenning og utfordring som knyttes til ny offentlig målstyring: «Sen Bolognaprocessen och införandet av linjeorganisation och new public management har ju diskussioner återkommande uppstått om...vad som kännetecknar vår roll i organisationen».…”

Section: Uh-pedagoger I Spenningen Mellom Proaktive Handlinger Og Reaunclassified

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Universitets- og høgskolepedagogers profesjonelleansvar

Solbrekke

Fremstad

2018

Uniped

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This article sheds light on and discusses academic developers' (ADs') professional responsibility at a time when their responsibilities are expanding. Increasingly ADs are expected to contribute to enhancing quality in higher education not only by providing courses and supervision for teachers, but also by supporting institutional leaders in the implementation of politically initiated strategies. As our starting point, we use a theoretical framework based on the normative basis for professions, and draw the analogy to academic developers' responsibilities. Thereafter, we describe the two different logics underlying professional responsibility and accountability, where the latter has gained dominance in the New Public Management of higher education. We show how the presence of these two logics creates tensions, as well as new obligations for ADs, and argue that acting professionally responsible today requires negotiating legitimate compromises in the tension between «responsibility» and «accountability», as well as the ability to act in coherence with such compromises. Central tensions are illustrated by university academic developers' descriptions of their work. In conclusion, we argue that reaching legitimate compromises must be seen not as an individual but as a collective responsibility negotiated in a community of ADs.Keywords responsibility, accountability, web of commitments, legitimate compromises, the purpose of higher education INNLEDNING Jag är också ordförande i bedömargruppen, det är väldigt aktuellt nu då vi har ett meriteringssystem på Örebro universitet, där jag bara svarar för egentligen processledning, jag går inte in och bedömer någonting utan sam-, ja, sammanställer och håller i intervjuplanering.

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Section: Sammendragunclassified

Section: Uh-pedagogikkens Profesjonelle Og Komplekse Samfunnsmandatunclassified

Section: Uh-pedagoger I Spenningen Mellom Proaktive Handlinger Og Reaunclassified

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Universitets- og høgskolepedagogers profesjonelleansvar

Solbrekke

Fremstad

2018

Uniped

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“…Over time, there has been a shift in its focus from people to more strategic change management (Clegg, 2009). As academic development work has become increasingly strategic, developers have found themselves authoring, contributing and responding to institutional and national policy priorities (Clement, McAlpine, & Waeytens, 2004;Gosling, 2009;Handal, Hofgaard Lycke, Mårtensson, Roxå, Skodvin & Dyrdal Solbrekke, 2014;Roxå & Mårtensson, 2008;Trowler, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…This has been a position of power for some academic developers, facilitating their ability to lead change. For others, however, such an 'unhomely' positioning (Manathunga, 2007) between academics and managers is uncomfortable and a source of real personal tension and academic developers can discover that their values are at odds with what their institution requires them to do (Gosling 2009;Knight & Wilcox, 1998;Handal et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Exploring the complex interplay of national learning and teaching policy and academic development practice

Smith

2016

International Journal for Academic Development

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Karen Smith is a Principal Lecturer in Collaborative Research and Development. Her research is centred around how higher education policies and practices impact on those who work and study within universities. Her work has focused specifically on transnational educators, international students, academic developers and innovative practitioners and has demonstrated how their experience of university is shaped by its policies, procedures and initiatives. * Academic developers are important interpreters of policy, yet little research has focussed on the interplay of policy and academic development practice. Using methods from Critical Discourse Analysis, this article analyses a national learning and teaching policy, charts its development, and explores its interpretation by the academic development community. The findings suggest that while developers played a strategic role in the policy's development nationally, their influence on and use of policy institutionally was more limited. The article calls on developers to take a more overt leadership role in an area of higher education practice where they clearly have (often unharnessed) expertise.

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Intersections of Identity and Power in Educational Development

Plank

2019

New Drctns for Teach & Learn

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The role of academic developers in transforming Bologna regulations to a national and institutional context

Cited by 27 publications

References 6 publications

Universitets- og høgskolepedagogers profesjonelleansvar

Universitets- og høgskolepedagogers profesjonelleansvar

Exploring the complex interplay of national learning and teaching policy and academic development practice

Intersections of Identity and Power in Educational Development

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