Understanding academic agency in curriculum change in higher education

被引：15

作者：

Annala, J. ^{[1
,2
]}

Linden, J. ^{[1
]}

Makinen, M. ^{[1
]}

Henriksson, J. ^{[1
]}

机构：

[1] Tampere Univ, Fac Educ & Culture, Tampere, Finland

[2] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Vic, Australia

来源：

TEACHING IN HIGHER EDUCATION | 2023年 / 28卷 / 06期

关键词：

Curriculum; curriculum change; agency; structure; higher education;

D O I：

10.1080/13562517.2021.1881772

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explores the agency of academics and the structures that enable or impede agency in curriculum change. The study was conducted at a research university that experienced curriculum change in two waves: the first on a departmental level, and the second as a university-wide curriculum change. Interviews were conducted with the same academics after both waves. Thematic analysis generated six forms of agency. Progressive, oppositional, territorial, bridge-building, and accommodating agency appeared in both contexts. Powerless agency was identified in only the university-wide curriculum change. Individual, community, and institutional structures enabled or impeded agency. Instead of focusing on the micro or macro levels exclusively, this study highlights the interwovenness of structural-agentic processes, including the critical role of social cultures and relationships, and reveal how academic freedom is used in many ways as room for manoeuvring in curriculum changes.

引用

页码：1310 / 1327

页数：18

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