Value gaming and political ontology: between resistance and compliance in academic development

Napoli, Roberto Di

doi:10.1080/1360144x.2013.848358

Cited by 30 publications

(14 citation statements)

References 16 publications

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“…The list of tensions above is certainly not exhaustive, and several other interest contestations and power struggles can be identified as well. However, the point to be made here is that the modern university is undergoing rather profound changeschanges that affect academic development in a number of ways, not least illustrated by the many reports about how academic developers are intimately engaged in the power and interest struggles that go on in the university (Ling et al, 2013;Di Napoli, 2014;Knapper, 2016). Sometimes the result is that academic developers are unable to take on their role as cultural workers due to ´provider-capture´ (Boud & Brew, 2013, p. 210), and are driven by the needs of those who take decisions and frame actions in the university.…”

Section: Reflections and Implicationsmentioning

confidence: 99%

Academic development as cultural work: responding to the organizational complexity of modern higher education institutions

Stensaker

2017

International Journal for Academic Development

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Current developments within universities add to the complexity of academic development work at the same time as modern universities heavily depend on a number of activities that can facilitate a more collective orientation among staff and students. The article provides a reflection upon the factors driving the fragmentation of universities, the increasing tensions associated with this development, and the potential role academic developers may play as interest negotiators. Cultural work is identified as a potential concept for academic developers to explore as a way of maintaining relevance within the university and adapting to future changes.

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Section: Reflections and Implicationsmentioning

confidence: 99%

Academic development as cultural work: responding to the organizational complexity of modern higher education institutions

Stensaker

2017

International Journal for Academic Development

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“…Edwards & Nicoll, 2006;Hibbert & Semler, 2015), and the contriving institutional policies reinforcing or policing engagement (cf. Di Napoli, 2014;Peseta, 2014), engagement with the process does carry forward opportunities for the enhancement of current and future educational practices. Nonetheless, at this stage, the findings suggest rather smaller and local interventions than considerable changes at a programme or departmental level or, as the interviewees indicated, the value of a fellowship was not found in its direct application to teaching practices, but in its reconciliation, confirmation of achievements and reinforcing commitment to teaching and/or supporting learning (cf.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university

Sluis

Burden

Huet

2017

Innovations in Education and Teaching International

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Raising the quality and profile of teaching and student learning is something universities across the UK are aspiring to achieve in order to maintain reputations.Currently, the UK Professional Standards Framework (UKPSF) provides a standard by which academic staff can gain professional recognition for their academic practice and many UK universities are now offering professional development opportunities via inhouse recognition schemes, based on retrospection and reflection, to enable staff to achieve an HEA Fellowship. This paper provides a case study of one such institutional recognition scheme and discusses the impact it is beginning to have on experienced academics. The findings suggest that recognition schemes contribute to participants' staff development, provide opportunities for the enhancement of practice and that those who participate in the scheme identify value in the reflective process for reconciliation, confirmation of achievements and reinforcing commitment to teaching and/or supporting learning.

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“…De kontinuerlige diskusjonene om hvilken identitet og rolle universitetspedagoger skal ha er tett knyttet til denne utviklingen (Boud 1999;Di Napoli 2014), og vektleggingen av en sterkere forskningsmessig basis og en utvikling av UH-ped som et eget fagfelt kan forstås som en måte å løse den rolle-og identitetskonflikt som feltet befinner seg i (Boud & Brew 2013). Det er likevel grunn til å spørre om ikke en slik fokusering på det strengt akademiske og det rent forskningsbaserte kan ha som konsekvens at UH-peden på sikt oppfattes som mindre relevant og som et felt som ikke kan svare på de komplekse utfordringer som mange laeresteder sliter med å løse i forhold til utdanningsvirksomheten: UH-ped kan sitte med verdifulle innsikter som kan vaere relevant i diskusjoner om profilering av studier, rekruttering av studenter, drop-out og gjennomføring, digitaliseringsutfordringer, effektivisering og organisatorisk samhandling, ledelse og styring, koplingen av forskning og utdanning, og ikke minst sammenhengen mellom utdanning og innovasjon.…”

Section: Refleksjoner Og Mulige Implikasjonerunclassified

Universitets- og høyskolepedagogikk i lys avhistoriske og internasjonale utviklingstrekk

Stensaker

2018

Uniped

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SAMMENDRAGUniversitets-og høyskolepedagogikk (UH-ped) er en aktivitet som har utviklet seg voldsomt de siste tiårene. Fra å vaere en aktivitet forbeholdt noen få land og institusjoner, er UH-ped blitt en etablert praksis i mange land. Artikkelen gjennomgår sentrale faser i denne utviklingsprosessen, men hovedvekten er likevel knyttet til de normative, praksisrelaterte og organisatoriske dilemmaer som UH-peden møter i stadig mer komplekse og profesjonelle utdanningsinstitusjoner -internasjonalt så vel som i Norge. Artikkelen konkluderer med at UH-ped som aktivitet er mer etterspurt enn noen gang før, men at denne etterspørselen også utfordrer grensene for hva som tradisjonelt har vaert oppfattet som kjernen i UH-peden. Nøkkelord pedagogisk utviklingsarbeid, strategisk endring, kvalitet, internasjonale trender ABSTRACT Academic development is an activity embedded in a continuous stream of changes. While academic development in the past was a rather peripheral activity in a small number of countries and institutions, the field is rapidly expanding and fast becoming a global activity. The current article describes how this change has taken place, and identifies key drivers behind the transformation. It is discussed how the transformation of the field has led to normative, practice-related and organizational challenges facing academic developers in increasingly complex and professional higher education institutions.

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Value gaming and political ontology: between resistance and compliance in academic development

Cited by 30 publications

References 16 publications

Academic development as cultural work: responding to the organizational complexity of modern higher education institutions

Academic development as cultural work: responding to the organizational complexity of modern higher education institutions

Retrospection and reflection: The emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university

Universitets- og høyskolepedagogikk i lys avhistoriske og internasjonale utviklingstrekk

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