Cross-Institutional Teaching Enhancement and Distributed Leadership: An Empirical Study Informed by Activity Theory

Autor/inn/en	Zou, Tracy X. P.; Parker, Quentin A.; Hounsell, Dai
Titel	Cross-Institutional Teaching Enhancement and Distributed Leadership: An Empirical Study Informed by Activity Theory
Quelle	In: Journal of Higher Education Policy and Management, 44 (2022) 3, S.276-292 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zou, Tracy X. P.) ORCID (Parker, Quentin A.) ORCID (Hounsell, Dai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2021.2002791
Schlagwörter	Institutional Cooperation; Teamwork; Participative Decision Making; Leadership Styles; Teacher Leadership; Social Theories; Higher Education; Foreign Countries; College Faculty; Power Structure; Teacher Competencies; Interdisciplinary Approach; Cultural Awareness; Global Approach; Student Projects; Game Based Learning; Hong Kong + Suchen Sie Ihr Suchwort? Institute; Co-operation; Cooperation; Institut; Kooperation; Führungsstil; Lehrerfunktionsstelle; Gesellschaftstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Fakultät; Lehrkunst; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Cultural identity; Kulturelle Identität; Globales Denken; Schulprojekt; Hongkong
Abstract	Implementing teaching enhancement is especially challenging when undertaken on a large-scale and with a range of participating institutions and stakeholders. This study sought to advance understanding of this under-researched area through cultural-historical activity theory, investigating four government-funded, cross-institutional teaching enhancement projects over a three-year period. Analysis of documentary, interview and survey data showed multiple contradictions within and between the activity systems representing the projects and the teaching practices in the involved academics' home departments, which constrained their impact. Through expansive learning cycles, however, the project teams found a way forward through distributed leadership, creatively aligning the project outcomes with institutional or departmental priorities. The distributed leadership practices also nurtured the skills of these academics in leading in their localised departmental settings, bringing about discipline-grounded teaching enhancements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01