Paperpresentation 20 maj
The critical-constructive potential of academic development: A case study
The increased attention given to quality enhancement in higher education over the last twenty years has tended to involve a strengthening and broadening of the field of academic development, integrating academic developers in a range of strategic areas of work and giving them closer contact with university leadership. This development has the potential of increasing academic developers' scope for action, influence and authority, paving the way for academic developers to becoming institution-wide critical-constructive actors who contribute research-based insights and arguments directing institutional and educational development. But this same position also poses the risk of reducing academic developers' autonomy and agency, and in turn it may threaten collegial relationships with other university teachers. Drawing on theories of agency and practical reasoning, this paper analyses the scope, mandate and strategic direction of the academic development unit at Örebro University over eight years, and attempts to draw wider conclusions about institutional, collective and individual conditions for the critical-constructive potential of academic development.
Presentatörer: Ester Fremstad and Kristin Ewins
Transformative learning in higher education: Critical perspectives on pedagogical development
NTNU is since 2019 piloting “UNIPED”, a pedagogical development program. UNIPEDs vision is to inspire a critical, reflective approach to teaching, learning, assessment and supervision. This increased emphasis on pedagogical competence development in Norway reflects similar initiatives in Nordic countries, with Sweden at the forefront.
Limited research exists on how these types of programs influence participants classroom practices. Furthermore, I argue that it is important to see these programs as part of larger structures and explore how UNIPEDs vision works together with existing academic cultures.
This project will build on interviews with participants during, and after the program, to gain insights into eventual changes in perspectives. I will engage with the data through theory on tradition, microculture, and transformative learning theory.
Considering that this project is in an early phase, I`d like to present the project framework, and findings from the first interviews, and discuss further potential routes for the project.
Presentatör: Espen Hektoen