The professional engagement model of academic induction into on-line teaching

Pedagogically aware academics’ conceptions of change agency in the fields of science and technology

“…Cross-communal negotiation of meaning focused on the shared belief systems and practices is inherent in organizational change and transformative learning (Hanrahan et al, 2001;Mezirow, 1997;Taylor, 1997). The negotiation can be based on personal participation or institutional reification.…”

“…Because academics are usually seen to preserve their traditional disciplinary orientations, their ability to initiate change within their own institutions has been widely questioned (Fletcher & Patrick, 1998;Hanrahan et al, 2001;Knight & Wilcox, 1998;Roche, 2001;Smyth, 2003). Previous research has identified several challenges related to intruding on the individualistic academic traditions, undermining the professional ideologies of colleagues, and compelling the academics to alter their work regardless of the time pressures, lack of resources, heavy workloads, and temporary contracts (Knight & Wilcox, 1998).…”

“…However, as organizational development requires context-specific knowledge involving localized strategies and action, it must be based in local academic communities (Hanrahan et al, 2001;James, 1997;Taylor, 1997). Thus creating approaches that engage academics to collaborative educational development is called for (Fullan, 1993;Knight & Wilcox, 1998).…”

“…Presented by Lave and Wenger (1991) and further developed by Wenger (1998; the concept explains how learning is situated in informal communities with pursuit of a shared enterprise. Universities can be understood as entities consisting of many communities of practice typically gathered around disciplinary research and teaching (Brew, 2002;Hanrahan et al, 2001;Taylor, 1997;Winberg, 2008). The discipline-specific community of practice is typically the department or research group within which the teachers conduct their daily practices of teaching and research.…”

Conferencing and Workshops: a blend for staff development

“…For example, if colleagues are to develop their teaching, who should help them? Hanrahan et al (2001) argue that, rather than being 'developed' through centralized programmes, colleagues need local support that runs with the grain of existing discipline-based structures. Support of that kind may be more palatable, especially for experienced and long-serving colleagues who are being asked or pressured to change professional practices they have built up over many years, and who may not welcome 'staff development'.…”