Educational DevelopmentThis first book-length analysis of developers as a community of practice illustrates in their own words the issues they face, their differing orientations to development (given their differing organisational cultures), and how they see their institutional role. What emerges is the contested notion of development itself, and a tribe of developers who, though fragmented, offer a rich variation in their discourse, identity and practice. |
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Its context is principally that of the UK, but the issues discussed in the text, it is
hoped, have a useful bearing on practice in other cultures. It examines the
historical moment and convergent pressures on higher education systems out of
which ...
Its context is principally that of the UK, but the issues discussed in the text, it is
hoped, have a useful bearing on practice in other cultures. It examines the
historical moment and convergent pressures on higher education systems out of
which ...
˹éÒ 12
In his moment-by-moment appreciations of a process, he deploys a wide-ranging
repertoire of images of contexts and ... to variation rather than surprise because
the changes in context and response never cross the boundaries of the familiar.
In his moment-by-moment appreciations of a process, he deploys a wide-ranging
repertoire of images of contexts and ... to variation rather than surprise because
the changes in context and response never cross the boundaries of the familiar.
˹éÒ 13
developers we might perceive their context and strategic terrain as the
organizational forms, academic cultures and ... in relation to the contexts and
challenges of their practice, but they are not innate personal characteristics of
developers, and ...
developers we might perceive their context and strategic terrain as the
organizational forms, academic cultures and ... in relation to the contexts and
challenges of their practice, but they are not innate personal characteristics of
developers, and ...
˹éÒ 59
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| 1 | |
| 12 | |
Chapter 02 Stances on Change | 129 |
The Educational Developer and Academic Cultures | 161 |
Postscript | 191 |
Educational development and modernism | 192 |
Community diversity and fracture | 193 |
Vocation and professional status | 196 |
References | 200 |
Index | 209 |
SHRE | 217 |
Back Cover | 219 |
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accreditation activity actually adhocracy Alvesson anarchic approach argues assessment can’t Carl Rogers cational development change agent cognitive collegial committees community of practice competence complex concept context course curriculum disciplinary discipline discipline-specific discourse don’t think educational development units effective emphasis Entrepreneurial environment going Head of Department hermeneutic higher education I’ve ideas important individual innovation institution interested Interviewer involved issue kind managerial managerialist mean ment metaphor notion operate organization organizational culture perspective political postmodern practitioner Pro-Vice-Chancellor problem problematic professional programme reflective Research Assessment Exercise Respondent 12 Respondent 27 role Schön SEDA seen senior management sense sensemaking situation skills social staff development strategic structure stuff suggests talk teachers teaching and learning theory there’s they’re things tion understanding values we’re Webb what’s you’re you’ve
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| ª×èÍ˹ѧÊ×Í | Educational Development SRHE and Open University Press imprint |
| ¼Ùéáµè§ | Land, Ray |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | McGraw-Hill Education (UK), 2004 |
| ISBN | 0335226086, 9780335226085 |
| ¤ÇÒÁÂÒÇ | 232 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |