Future perfect? Conflict and agency in higher education reform in Poland

Szkudlarek, Tomasz; Stankiewicz, Lukasz

doi:10.1080/1360144x.2013.848357

Cited by 12 publications

(3 citation statements)

References 7 publications

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“…The advantage of this approach is that it remains relatively easy to keep an overarching perspective of practice and to see the practice as part of a larger whole. This approach also requires less commitment, but perhaps also a lack of agency (Saroyan, 2014) and feelings of alienation (Szkudlarek & Stankiewicz, 2014). On the other hand, one can engage fully with practice and thus see all of the complexities intertwined in the specific practice; however, this comes at the risk of losing the overarching perspective and possibly of setting aside values and losing the ability to easily make links to other practices and to theory.…”

Section: An Emerging Framework For the Integration Of Theory And Pracmentioning

confidence: 99%

Lessons learned: towards a framework for integration of theory and practice in academic development

Laksov

2018

International Journal for Academic Development

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In this paper, I describe an approach to the integration of theory and practice at the intrapersonal, interpersonal, and organizational levels. The results of the research projects in which I have been involved over the last ten years are used to illustrate how these three levels have facilitated the identification of three tensions. These tensions together create a framework that can help academic developers better understand how to approach the challenges of advocating for the integration of higher education theory with academic practice in their own institutional environments, and how this integration is linked to existing higher education literature.

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Section: An Emerging Framework For the Integration Of Theory And Pracmentioning

confidence: 99%

Lessons learned: towards a framework for integration of theory and practice in academic development

Laksov

2018

International Journal for Academic Development

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“…These arguments imply that universities are excessively addicted to what they are used to. As disruptive innovation is, by nature, against such inertia, it is not difficult to understand why there are so many challenges and conflicts in the process of paradigm change in higher education, as observed by many higher education researchers (See, for example, Sturgeon, 2012;Szkudlarek & Stankiewicz, 2014;Tuunainen, 2002). Thus "the university's innovation must be informed by self-awareness and by an understanding of history" (Christensen & Eyring, 2011, p. xxv).…”

Section: Nature Of Innovation In Higher Educationmentioning

confidence: 99%

From an Analytical Framework for Understanding the Innovation Process in Higher Education to an Emerging Research Field of Innovations in Higher Education

Cai¹

2017

The Review of Higher Education

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Cite as: Cai, Y. (2017). From an analytical framework for understanding the innovation process in higher education to an emerging research field of innovations in higher education. Review of Higher Education, 40(4), 585-616. 2 From an analytical framework for understanding the innovation process in higher education to an emerging research field of innovations in higher education Abstract While studies dealing with issues related to innovations in higher education proliferate, there has been little consensus on key concepts and central issues for research. To respond to the challenges, this paper calls for developing a new research field -studies on innovations in higher education, by integrating two disciplines, namely innovation studies and higher education research. As an initial effort, the paper constructs an analytical framework for understanding the innovation process, particularly in the context of higher education. In addition to its academic significance, the framework may have potential to guide practitioners to implement innovations in wiser ways.

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“…HE functions as an ideological framework [32] for reforms, positioning it at the forefront of the shift from the old to a potentially new regime. Policy implementation is a site in which reform policies interact in the existing social milieu, which "allows for diverse interpretations of agency and power and, in consequence, for complex patterns of compliance and resistance" [33] (p.37). Post-Soviet countries provide examples of the key role HE can have in developing unstable states [34,35].…”

Section: Policy Reform In Unstable Statesmentioning

confidence: 99%

Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?

2022

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On 1 February 2021, Myanmar military dictators seized power from the elected government and halted the country’s budding reform process. This article explores how Myanmar’s higher education (HE) sector was affected by the coup and COVID-19 and how this has resulted in societal conflict. The article reviews first the history of military coups, then the education reforms in general and what was done in HE, before discussing the effects of COVID-19 and the coup on the sector. Voices from HE teaching staff show the tension in the role of HE as a vehicle for reform and promulgation of those in power. The article argues that the national vision propagated by Myanmar’s HE sector is juxtaposed to that propagated by the Tatmadaw, both claiming to represent Myanmar’s future. This research highlights the dual forces of the COVID-19 pandemic and military coup at a crucial time for HE reforms in a fragile, conflict-affected state, with the future of the reform goals of equity and equality of the sector at stake.

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Future perfect? Conflict and agency in higher education reform in Poland

Cited by 12 publications

References 7 publications

Lessons learned: towards a framework for integration of theory and practice in academic development

Lessons learned: towards a framework for integration of theory and practice in academic development

From an Analytical Framework for Understanding the Innovation Process in Higher Education to an Emerging Research Field of Innovations in Higher Education

Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?

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