Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines.

Becher, Tony; Trowler, Paul

doi:10.2307/1982146

Cited by 467 publications

(175 citation statements)

References 5 publications

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“…Scholars studying research, teaching, and third mission activities have underlined that academic identities are embedded in the disciplinary/teaching community and the HEI (Becher & Trowler, 2001;Henkel, 2005;Välimaa, 1998;Borlaug & Gulbrandsen, 2018). These studies use multiple and different definitions of identity, rooted in anthropology, philosophy, and organizational studies.…”

Section: Academic Identitiesmentioning

confidence: 99%

“…Although Välimaa underlines that the disciplinary dimension involves the organization of teaching and research, he does not really show how. The organizational dimension is embedded in how the different fields are organized intellectually through the disciplines (Becher & Trowler, 2001;Hammarfelt, 2020); however, the HEI as an organization has a minor role in these studies.…”

Section: Academic Identitiesmentioning

confidence: 99%

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Nested identities and identification in higher education institutions—the role of organizational and academic identities

2022

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Academic staff hold multiple identities by relating to the organization and to their profession. Merging higher education institutions involves organizational changes which may impact identities of academic staff. This paper studies potential impacts on staff perceptions of their organizational and academic identities through a 2-year in-depth study of a merger between a large university and three university colleges in Norway. We find that academics have multiple nested identities and engage in identification at different levels. While they may identify with the new organization, they may simultaneously experience tensions and pressures on their academic identity, or they may have strong academic identity and low identification with the new organization. Moreover, space to develop local accommodations in the new organization and access to symbolic resources plays significant roles in the identification processes.

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Section: Academic Identitiesmentioning

confidence: 99%

Section: Academic Identitiesmentioning

confidence: 99%

Nested identities and identification in higher education institutions—the role of organizational and academic identities

2022

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“…While these issues are important to uncover and deal with, they would often detract from the main objective of the workshops, i.e., the process of designing for learning. Second, we regularly saw creativity and ideas being stunted by participants' insecurities or perceived sense of risk of doing something 'wrong'; e.g., fear of overstepping boundaries of tradition and convention or stepping onto someone else's territory [7]. This would typically result in participants discarding ideas or reluctance to follow an idea or argument to its conclusion, either themselves or in reaction to others' comments.…”

Section: Workhops Hitting the Wallmentioning

confidence: 99%

Playing at Learning Design

Maridatter¹,

Weines²

2022

ICERI2022 Proceedings

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In the present paper, we describe our ongoing work on developing a new game-inspired approach for assisting and training staff in designing for learning. Building on our experiences from the process of working with learning design through structured workshops, we are looking for alternative formats that can facilitate a more holistic and efficient approach to the process. Turning to the field of game-based and playful learning, we seek to examine how we can leverage games to reconceptualise our workshops to accommodate an explorational approach. Our new format is one where staff is encouraged to explore new and unconventional design ideas and reflect on the social, organisational, and pedagogical opportunities in designing for learning. With the aim of creating a game that reflects the rich array of conflicts of interest, tensions, opportunities, and pedagogical and disciplinary traditions involved in learning design, we are collecting interview data from stakeholders across the university. We present a possible framework for offering a workshop format that provides an arena for creativity in designing for learning -playing at learning design!

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“…Targets are set and monitored regularly as new academics strive to establish independent academic identities. What constitutes desirable targets for institutional satisfaction remains opaque to individuals, who turn to generic advice provided by Human Resources Departments that lack disciplinary nuance (Becher & Trowler, 2001). Consideration of the affective dimensions (Clegg, 2008) of a permanent measurement culture (Davies & Petersen, 2005) is now foregrounded in the literature on academic identities where care and collegiality (Lynch, 2010) are being superseded by individuation (Macfarlane, 2007) and competitiveness.…”

Section: Summary Of the Findingsmentioning

confidence: 99%

Untitled

2022

IJSSES

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Goal-setting strategy is a classroom instruction technique adopted to establish a direction for learning in respective schools. These strategies may be responsible for the disparity in school performance, especially in private schools in Nyeri and Murang'a Counties. Previous scholarly works on headteachers' target setting strategies have concentrated on public schools while ignoring private schools. Therefore, this study examined the influence of goal-setting strategies and academic performance in private primary schools in the Nyeri and the Murang'a Counties in Kenya. The study adopted Bertalanffy and Weihrich Systems' theories. The study used a descriptive survey research design. The target population for the study is 2,630 head teachers and teachers from 259 private primary schools in the Murang'a and the Nyeri Counties. The schools considered had done KCPE for at least five years before the study period. The study employed Slovin's formula to determine the number of head teachers and teachers where 58 headteachers and 342 teachers were estimated to be representative samples for respective groups. The research also selected 15 SCQASOs using purposive sampling, while simple random sampling was adopted to select 158 schools from the two Counties. At the school level, the researcher recruited a headteacher using a purposive approach and two or three teachers using simple random sampling. A questionnaire was adopted to collect data from headteachers and teachers and interview schedules from SCQASOs. The researcher used Cronbach's alpha to compute the reliability of the study tools and determined at 0.7; all variables had an alpha coefficient above 0.7, which implies an internal consistency. The researcher also tested the content and the construct validity of the questionnaire by submitting the questionnaire. Data were analysed using the Statistical Package for Social Sciences (SPSS) and presented using charts and tables. Qualitative data were analysed using Atlas.it, coded while quantitative data were analyzed in SPSS using descriptive and inferential statistics. The researcher used descriptive methods such as frequency distribution and correlation coefficient. The study found a statistically significant association between target setting and academic performance of private primary schools in Murang'a and Nyeri Counties. The findings can be generalized in private and public primary schools in Kenya.

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Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines.

Cited by 467 publications

References 5 publications

Nested identities and identification in higher education institutions—the role of organizational and academic identities

Nested identities and identification in higher education institutions—the role of organizational and academic identities

Playing at Learning Design

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