The role of academic developers in transforming Bologna regulations to a national and institutional context
Författare
Summary, in English
Academic developers (ADs) often participate in the implementation of programs or reforms within higher education. Sometimes they agree with these and sometimes they disagree. This paper discusses possible agentic positions during an authentic policy implementation, i.e. the National Qualification Framework within a Norwegian university.
Through reflexive interpretation, and by applying concepts from ’discursive institutionalism’ the process of implementation from the national level to the University departments, is described and analyzed. The actions and arguments of the ADs involved in the process are presented and their educational rationale is described. The ADs’ agency is discussed through educational and political science concepts and in light of power and of a tension between two competing world views: professional accountability and professional responsibility. Finally, we reflect upon the advantages with a collaborative and international investigation of AD’s professional s practices.
Through reflexive interpretation, and by applying concepts from ’discursive institutionalism’ the process of implementation from the national level to the University departments, is described and analyzed. The actions and arguments of the ADs involved in the process are presented and their educational rationale is described. The ADs’ agency is discussed through educational and political science concepts and in light of power and of a tension between two competing world views: professional accountability and professional responsibility. Finally, we reflect upon the advantages with a collaborative and international investigation of AD’s professional s practices.
Avdelning/ar
- Högskolepedagogisk utveckling, AHU
- Academic Development Unit, LTH
Publiceringsår
2014-01-28
Språk
Engelska
Sidor
12-25
Publikation/Tidskrift/Serie
International Journal for Academic Development
Volym
19
Issue
1
Dokumenttyp
Artikel i tidskrift
Förlag
Taylor & Francis
Ämne
- Educational Sciences
Status
Published
ISBN/ISSN/Övrigt
- ISSN: 1470-1324