Joint Paper Session NW 22 and NW 26
‘The times they are a changing’, and ‘creative destruction’ (Schumpter, n1943/2010) now seems to be at ‘full tide’; there is no escaping its disruptive and destabilising force harnessed and promoted by version of New Public Management (NPM), and fuelled by varying versions of Neo-liberal ideological assumptions, ‘refracted’ through national, regional and local policy traditions as they chameleon-like insinuate their way into thoughts and actions, the very fabric of peoples’ lives, work and institutional environments (Rudd & Goodson, 2017).
As the traditional mandate of public universities to uphold and promote the common good and to educate future citizens is challenged by competitiveness, international league tables, internationalisation and the perpetual scramble to secure research funding, such traditional missions and mandates are usurped by the need to ‘innovate and to be ‘entrepreneurial’ while these emerging responsibilities compete with the more ‘traditional’ and ‘scientific’ institutional identities, their various forms, as well as their onging ‘formation’ . (Ron Barnett, 2011; R. Barnett, 2016; Sutphen & de Lange, 2014).
Amidst the maelstrom created by the competing if not contradictory interests indicated above, leaders and leadership in Higher Education Institutions (HEIs) have the responsibility to fathom these tensions and to chart a course for their institutions, but as strategic planning has become a more substantial requirement, this has consequences for the entire institutional community, well beyond the individual Chancellor or Rektor . All are called on to ‘put their shoulder to the wheel’ even when uncertainties regarding their own value stances and institutional positioning remain, leading in some instances at least to personal crises, demoralisation or feeling compromised; pressured into supporting an institutional mission with which they have difficulty or do not subscribe. (Lynch, 2014; Lynch, Grummel, & Devine, 2012)
One such group in particular within the HE sector particularly caught up in these competing considerations is Academic Developers and their contribution to institutional formation, the formation of academic colleagues through their work, and therefore indirectly also on students as they seek to promote the transformation of pedagogies and assessment as integral elements of the ongoing reform of HE (Handal et al., 2014; Land, 2001; Roxa & Martensson, 2016).
As part of a larger research project entitled: ‘Formation and Competence building of University Academic Developers’ funded by the Norwegian Research Council with the University of Oslo as the lead partner, an integral element of the research has been to interview 5 leaders in each of five participating universities (Oslo (UiO), University of the Arctic (UiT), Uppsala (UU), Orebro (UO) and University of North Carolina at Chapel Hill (UNCH)). The leaders interviewed in each case have been positioned at the macro, messo and micro levels within each of the five universities. Thus, we interviewed the most senior leaders available to us at the macro and messo levels while the leader of the academic development centre or unit was the micro level leader interviewed in each case. The purpose of these interviews has been to gather the perspectives of each of these three categories of leader on the roles and responsibilities of Academic Developers to their respective institutional formation. The following questions therefore were our primary focus:
- What are these different leaders’ perspectives on the roles and responsibilities of ADs as their contribution to the ongoing formation of the institution?
- What are we learning about the roles, responsibilities and leadership contributions of ADs as they go about their work?
- Arising from responses to both questions, what are we learning about ADs roles, responsibilities and leadership contributions and in what ways may their leadership and that of their institutions be understood and conceptualised through a distillation of such perspectives?
Alvesson, M., & Skolberg, K. (2000). Reflexive Methodology. New Vistas for Qualitative Research. London Sage. Barnett, R. (2011). Being a University. London & New York: Routledge. Barnett, R. (2016). Understanding the University Institution, Idea, Possibilities. London & New York Routledge. Handal, G., Hofgaard Lycke, K., Martensson, K., Torgny, R., Skodvin, A., & Solbrekke, T. D. (2014). The role of academic developers in transforming Bologna regulations to a national institutional context. International Journal for Academic Development, 19(1), 12-25. Land, R. (2001). Agency, context and change in academic development. International Journal of Academic Development, 6(1), 4-20. doi:http://dx.doi.org/10.1080/13601440110033715 Leithwood, K., Chapman, J., Corson, D., Hallinger, P. and Hart, A. (Ed.) (1996). International Handbook of Educational Leadership and Administration. Dordrecth/ Boston/ London: Kluwer. Lynch, K. (2014). Control by numbers: new managerialism and ranking in higher education Critical Studies in Education, DOI: 10.1080/17508487.2014.949811. Lynch, K., Grummel, B., & Devine, D. (2012). New Managerialism in Education Commercialization, Carelessness and Gender. Basingstoke: Palgrave Macmillan. Roxa, T., & Martensson, K. (2016). Agency and structure in academic development practices: are we liberating acadfemic teachers or are we part of a machinery supressing them? International Journal of Academic Development. Rudd, T., & Goodson, I. F. (2017). Negotiataing Neoliberal Education In T. Rudd & I. F. Goodson (Eds.), Negotiating Neoliberalism Developing Alternative Educational Visions (pp. 1-12). Rotterdam: Sense Publishers Schumpter, J. A. (n1943/2010). Capitalism, Socialism and Democracy (The second edition text). Eastford CT: Martino Fine Books. Spillane, J. (2006). Distributed Leadership. San Francisco: Jossey Bass. Spillane, J., & Orlina, E. C. (2005). Investigating Leadership Practice: Exploring the Entailments of Taking a Distributed Perspective. Paper presented at the AERA, Montreal. Sutphen, M., & de Lange, T. (2014). What is Formation? A Conceptual Discussion. Higher Education Research and Development, 34(2), 411-419. Taylor, K. 2005. “Academic development as institutional leadership: An interplay of person, role, strategy and institution.” International Journal for Academic Development, 10 (1):31-46, DOI: 10.1080/13601440500099985 Trowler, V. 2013. “Leadership practices for student engagement in challenging conditions.” Perspectives: Policy and Practice in Higher Education, 17 (3): 91-95, http://dx.doi.org/10.1080/13603108.2013.789455 Wilcox, S. 2009. “Transformative educational development scholarship: beginning with ourselves.” International Journal for Academic Development, 14 (2): 123-132, DOI: 10.1080/13601440902970007 Wouters, P. Clement, M. Frenay, M. Buelens, H. & Gilis, A. 2014. “Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case.” International Journal for Academic Development, 19 (2): 26-36, DOI:10.1080/1360144X.2013.848359
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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