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The 'messy' business of academic developers leading other academic developers: critical reflection on a curriculum realignment exercise
Citation
Thomas, S and Cordiner, M, The 'messy' business of academic developers leading other academic developers: critical reflection on a curriculum realignment exercise, International Journal for Academic Development, 19, (4) pp. 293-304. ISSN 1360-144X (2014) [Refereed Article]
Copyright Statement
Copyright 2014 Taylor & Francis
DOI: doi:10.1080/1360144X.2014.895732
Abstract
Little has been written about academic developers (ADs) working in teams
leading other ADs. This paper chronicles the experience of a group of ADs in
one Australian university working on a curriculum realignment exercise.
Unexpectedly the dominant theme in participants’ reflections was group
dynamics, not the process. We were confronted by unstated assumptions about
ADs working collaboratively and shocked to realise that ADs, like academics,
resist change. Our interpretation of that ‘resistance’ was a salutary reminder of
the extent to which academic development work reflects broader social, political,
and institutional contexts and discourses. Parallels between this context and ADs
working with academics are drawn.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | change agent; change recipient; emotions; identity; leadership; resistance |
| Research Division: | Education |
| Research Group: | Specialist Studies in Education |
| Research Field: | Teacher Education and Professional Development of Educators |
| Objective Division: | Education and Training |
| Objective Group: | Curriculum |
| Objective Field: | Assessment and Evaluation of Curriculum |
| Author: | Thomas, S (Dr Sharon Thomas) |
| ID Code: | 89760 |
| Year Published: | 2014 |
| Deposited By: | Education |
| Deposited On: | 2014-03-14 |
| Last Modified: | 2017-06-23 |
| Downloads: | 1 View Download Statistics |
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