Change agency as a way of promoting pedagogical development in academic communities: a longitudinal study

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

In the face of organizational transformations, academics are given a role as informal ‘change agents’ in their discipline-specific communities of practice (DCoP). Simultaneous participation in pedagogically oriented communities of practice (PCoP) enables them to promote pedagogical development through brokering at community interfaces. This empirical study explores academics’ experiences of acting as informal change agents at the interfaces of DCoP and PCoP during an organizational transition phase of three years. The longitudinal data were collected with interviews of 13 academics from the fields of science and technology. The findings reveal a variety of pedagogical development activities related to shared meanings, practices, identities, and ways of belonging. The activities are aligned with the organizational transition process and enabled by collegial support. The findings indicate that lack of supportive formal leadership may terminate the informal development activities. The resulting model of change agency provides a novel approach to pedagogical development in higher education.
Alkuperäiskielienglanti
LehtiTeaching in Higher Education
Vuosikerta23
Numero8
Sivut945-962
Sivumäärä18
ISSN1356-2517
DOI - pysyväislinkit
TilaJulkaistu - 17 marraskuuta 2018
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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title = "Change agency as a way of promoting pedagogical development in academic communities: a longitudinal study",
abstract = "In the face of organizational transformations, academics are given a role as informal ‘change agents’ in their discipline-specific communities of practice (DCoP). Simultaneous participation in pedagogically oriented communities of practice (PCoP) enables them to promote pedagogical development through brokering at community interfaces. This empirical study explores academics’ experiences of acting as informal change agents at the interfaces of DCoP and PCoP during an organizational transition phase of three years. The longitudinal data were collected with interviews of 13 academics from the fields of science and technology. The findings reveal a variety of pedagogical development activities related to shared meanings, practices, identities, and ways of belonging. The activities are aligned with the organizational transition process and enabled by collegial support. The findings indicate that lack of supportive formal leadership may terminate the informal development activities. The resulting model of change agency provides a novel approach to pedagogical development in higher education.",
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author = "Maria Clavert and Erika L{\"o}fstr{\"o}m and Hannele Niemi and Anne Nevgi",
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Change agency as a way of promoting pedagogical development in academic communities : a longitudinal study. / Clavert, Maria; Löfström, Erika; Niemi, Hannele; Nevgi, Anne.

julkaisussa: Teaching in Higher Education, Vuosikerta 23, Nro 8, 17.11.2018, s. 945-962.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Change agency as a way of promoting pedagogical development in academic communities

T2 - a longitudinal study

AU - Clavert, Maria

AU - Löfström, Erika

AU - Niemi, Hannele

AU - Nevgi, Anne

PY - 2018/11/17

Y1 - 2018/11/17

N2 - In the face of organizational transformations, academics are given a role as informal ‘change agents’ in their discipline-specific communities of practice (DCoP). Simultaneous participation in pedagogically oriented communities of practice (PCoP) enables them to promote pedagogical development through brokering at community interfaces. This empirical study explores academics’ experiences of acting as informal change agents at the interfaces of DCoP and PCoP during an organizational transition phase of three years. The longitudinal data were collected with interviews of 13 academics from the fields of science and technology. The findings reveal a variety of pedagogical development activities related to shared meanings, practices, identities, and ways of belonging. The activities are aligned with the organizational transition process and enabled by collegial support. The findings indicate that lack of supportive formal leadership may terminate the informal development activities. The resulting model of change agency provides a novel approach to pedagogical development in higher education.

AB - In the face of organizational transformations, academics are given a role as informal ‘change agents’ in their discipline-specific communities of practice (DCoP). Simultaneous participation in pedagogically oriented communities of practice (PCoP) enables them to promote pedagogical development through brokering at community interfaces. This empirical study explores academics’ experiences of acting as informal change agents at the interfaces of DCoP and PCoP during an organizational transition phase of three years. The longitudinal data were collected with interviews of 13 academics from the fields of science and technology. The findings reveal a variety of pedagogical development activities related to shared meanings, practices, identities, and ways of belonging. The activities are aligned with the organizational transition process and enabled by collegial support. The findings indicate that lack of supportive formal leadership may terminate the informal development activities. The resulting model of change agency provides a novel approach to pedagogical development in higher education.

KW - Brokering

KW - change agency

KW - community of practice

KW - organizational transformation

KW - pedagogical development

KW - EARLY-CAREER ACADEMICS

KW - HIGHER-EDUCATION

KW - UNIVERSITY

KW - SYSTEMS

KW - LEADERSHIP

KW - LEVEL

KW - 516 Educational sciences

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JO - Teaching in Higher Education

JF - Teaching in Higher Education

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