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The influence of sociocultural and structural contexts in academic change and development in higher education

  • Claire Englund
    ,
  • Anders D. Olofsson
    ,
  • Linda Price
  • Umeå University
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education. However, research also shows that the academics’ context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 1051-1069

Journal (Volume, Issue Number)

Higher Education (Volume 76, Issue 6)

Publication milestones

  • Published - 10/03/2018

Publication status

Published - 10/03/2018

ISSN

0018-1560

External Publication IDs

  • handle.net: 10547/624184
  • Scopus: 85043400696

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