Strategic Challenges in the Development of Teaching and Learning in Research-Intensive Universities

Abstract

The chapter provides an introduction to the current challenges facing many research-intensive universities throughout the world. It is argued that issues related to teaching and learning are becoming more important as a way to improve competitiveness and institutional profiling in a more globalized higher education sector. However, fostering change in research-intensive universities is often dependent on careful design addressing the normative, practical and organizational factors that may prevent institutional transformation. In the conclusion, it is underlined that initiatives that aim at cultural transformation may be a fruitful way forward for institutions trying to enhance their teaching and learning in a more systematic way.

Drivers for educational change? Educational leaders’ perceptions of academic developers as change agents

“…Educational leaders are responsible for educational strategies and change, and how new requirements influence their everyday strategic work (Stensaker et al, 2017). We define 'educational leaders' as those in formal positions within a university with responsibility for leading education (Grunefeld et al, 2017). Their responsibilities are therefore not limited to educational management, resource allocation, logistics, and the administration of education (Bolden et al, 2012).…”

“…Their responsibilities are therefore not limited to educational management, resource allocation, logistics, and the administration of education (Bolden et al, 2012). Grunefeld et al (2017) argue that the quality of educational leadership requires expertise in and attention to supporting teaching, and therefore the ability to stimulate discussions to develop education as a core business of the university, as most faculty members in leadership positions have a strong research record. Previous work has highlighted how new requirements have influenced educational leaders' practices, roles, and tasks as these relate to their increased responsibilities for enhancing the quality of teaching and learning (Gibbs, 2013;Leibowitz, 2014;Stensaker et al, 2017).…”

Building institutional capacity for student competencies: An organizational perspective

“…Efforts have been made to improve the selection and training of leadership at all levels (Stensaker & Vabø, 2013), including in the educational area. However, although there are not a lot of studies as to how educational leaders manage to improve coordination, evidence suggests that many educational leaders have limited influence due to a mismatch between their formal responsibilities and the means available at their disposal (Stensaker et al., 2019). For example, many leaders responsible for educational design and delivery of educational offerings have little influence over personnel policies and over economic issues reducing their discretion and room to manoeuvre.…”

Legitimate Peripheral Participation and Teacher Identity Formation Among Preservice Teachers in TESOL Practicums

“…A framework of teacher identity provides the notions of the way to be, to act and to comprehend the essence of teaching itself and teacher role in society (Sachs, 2005) because the significance of teacher identity is recognized because the objective of a teacher education program is to develop learners' teacher identity (Sachs, 2005;Van Huizen et al, 2005). The literature on teaching and teacher education reveals that teacher identity is influenced by some internal factor, such as emotion (Rodgers & Scott, 2008;Van Veen & Sleegers, 2006;Zembylas, 2003) and external factor, such as contexts (Flores & Day, 2006;Rodgers & Scott, 2008;Sachs, 2005). These understandings about identity are helpful, yet the definitions are hardly transformed into operations for research.…”

“…Much recent literature on teacher education stresses the importance of teacher identity (Freese, 2006;Hoban, 2007;Sachs, 2005). Shifting from a university program to the practicum setting, student teachers may experience anxiety and disquiet in order to adjust to a new environment.…”