Episodic narrative interview is an innovative, phenomenon-driven research method that was developed by integrating elements from several qualitative approaches in a methods fusion. Episodic narrative interview draws on critically oriented theoretical foundations and principles of experience-centered narrative and includes features from narrative inquiry, semistructured interview, and episodic interview. The purpose of episodic narrative interview is to better understand a phenomenon by generating individual stories of experience about that phenomenon. As such, an episodic narrative interview participant provides nested narrative accounts of their experiences with a social phenomenon, within the context of a bounded situation or episode. In this article, the author details the foundations of the episodic narrative interview approach and describes how the method is designed and implemented. The significance of episodic narrative interview is also explored, especially in terms of the ways in which it produces tightly focused, phenomenon-centered narratives that are reflective of particular bounded circumstances.

Promoting the development of educational leadership in higher education is essential for strengthening the quality of teaching and learning. Additional research is needed to conceptualize educational leadership, especially within informal roles. We analysed how faculty members in an academic development program conceptualized educational leadership. Five key characteristics emerged that inform the development of educational leadership capacity in postsecondary contexts: affective qualities, mentoring and empowering, actionorientation, teaching excellence, and research and scholarship. Three characteristics of academic programs aimed at developing educational leadership were also identified: funding and resources to implement a change initiative, building interdisciplinary communities, and embracing identity.

ePortfolio has become a popular pedagogical tool on the higher educational landscape, often referred to as a “high impact practice” that has the potential to generate transformative learning experiences. After reflecting on our educational development consultations and undergraduate teaching practices with ePortfolio, we identified areas of resonance with, and misalignment between, research literature and our experiences with implementation. We have conducted a self-study to capture the narratives of our experiences, and engaged in a comparative analysis of these narratives alongside ePortfolio best practice literature. We provide a comprehensive literature review, an overview of our narratives, and a discussion about the inconsistencies arising from our comparison. We conclude by offering some recommendations for application and suggestions for further inquiry. L’ePortfolio est devenu un outil pédagogique populaire sur la scène de l’enseignement supérieur, on en parle souvent comme d’une « pratique à fort impact » qui a le potentiel de générer des expériences d’apprentissage transformateur. Après avoir examiné nos consultations en matière de développement éducationnel et de pratiques d’enseignement au niveau du premier cycle avec emploi d’un ePortfolio, nous avons identifié des zones de résonnance ainsi que des dissonances par rapport à la recherche publiée et à nos expériences de mise en oeuvre. Nous avons mené une auto-évaluation afin de saisir les descriptions de nos expériences ainsi qu’une analyse comparative de ces descriptions côte à côte avec la documentation publiée sur les meilleures pratiques en matière d’ePortfolio. Nous présentons un examen complet de la documentation publiée, une vue d’ensemble de nos descriptions et une discussion sur les contradictions qui découlent de notre comparaison. En conclusion, nous offrons quelques recommandations concernant la mise en application ainsi que des suggestions pour un complément d’examen.

Values theorists in educational administration agree that understanding organizational values is integral to organizational effectiveness. However, research in this area tends to be superficial, and a review of pertinent literature reveals no clear definition of organizational values or consequent implications for practical application. One of the substantive issues in current organizational values discourse is the lack of agreement around descriptors pertaining to the phenomenon; additionally, participants in the discussion frequently assume common understanding. What, then, does “organizational values” consist of conceptually, and how can it be defined? In this article the author summarizes a study conducted to clarify understanding of the organizational values phenomenon, and offers a general model of organizational values based on the results.

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