Responding to Contestation in Teaching and Learning Projects in the Centres for Excellence in Teaching and Learning in the United Kingdom

Autor/inn/en	Gosling, David; Turner, Rebecca
Titel	Responding to Contestation in Teaching and Learning Projects in the Centres for Excellence in Teaching and Learning in the United Kingdom
Quelle	In: Studies in Higher Education, 40 (2015) 9, S.1573-1587 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.899339
Schlagwörter	Excellence in Education; Foreign Countries; Federal Aid; Educational Change; Conflict; Creativity; Longitudinal Studies; Educational Policy; Policy Analysis; Higher Education; Educational Administration; Institutional Characteristics; Administrator Attitudes; Politics; Organizational Culture; Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Lernerfolg; Ausland; Bildungsreform; Konflikt; Kreativität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Politikfeldanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politik; Unternehmenskultur; Interviewing; Interviewtechnik; Großbritannien
Abstract	Government-funded teaching and learning projects have emerged as a favoured tool of policymakers to motivate change in teaching and learning. This strategy pays limited heed to the complexity of higher education and the contradictions, tensions and conflicts that need to be negotiated to change practice. This process of negotiation creates sites of contestation, which can lead to not only conflict but also creativity. Drawing on the Centres for Excellence in Teaching and Learning (CETL) initiative, we examine the sources of contestation project teams encountered, and consider how this influenced their work. The findings are based on a longitudinal study of 15 institutions, with data collected from key figures responsible for implementing CETLs. Contestation was identified in most projects, although its significance depended on factors such as alignment with institutional agendas, support from senior managers and institutions' receptiveness to change. Based on these findings we identify key policy implications. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01