The Influence of Sociocultural and Structural Contexts in Academic Change and Development in Higher Education

Autor/inn/en	Englund, Claire; Olofsson, Anders D.; Price, Linda
Titel	The Influence of Sociocultural and Structural Contexts in Academic Change and Development in Higher Education
Quelle	In: Higher Education: The International Journal of Higher Education Research, 76 (2018) 6, S.1051-1069 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Englund, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-018-0254-1
Schlagwörter	Educational Quality; Educational Change; College Faculty; Work Environment; Online Courses; Pharmacy; Program Descriptions; School Policy; Policy Analysis; Departments; Teaching Methods; Learning Processes; Educational Development; Barriers; Sociocultural Patterns; Teacher Attitudes; Teaching Conditions; Educational Environment + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Bildungsreform; Fakultät; Arbeitsmilieu; Online course; Online-Kurs; Apotheke; Schulpolitik; Politikfeldanalyse; Department; Abteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsentwicklung; Soziokulturelle Theorie; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Teaching quality improvements frequently focus upon the 'development' of individual academics in higher education. However, research also shows that the academics' context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers' sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01