Journal article
Contexts for agency: A framework for managing educational development work
To improve the academy, Vol.41(1), pp.17-37
04/26/2022
DOI: 10.3998/tia.445
Abstract
Often working in multiple roles and operating at multiple scales, educational developers deal with layered tensions and a complex context that can be difficult for an individual or team to reconcile. In May 2020, the authors participated in a cross-institutional scholarly project, the Pandemic Educational Development Research Collaborative (PEDRC), designed to explore the impact of multiple crises (e.g., the COVID-19 pandemic and our collective civil and political unrest) and associated large-scale instructional changes on educational developers and their work. The Contexts for Agency framework reflects the project’s emergent theme that the circumstances in which we act have considerable influence on our decision-making. Specifically, the framework identifies identity, institution, and impact as critical contexts for the decisions educational developers make. The authors highlight multiple benefits to analyzing what we know—and what we don’t know—about our respective contexts and offer suggestions for applying the framework using a guide for structured reflection.
Details
- Title: Subtitle
- Contexts for agency: A framework for managing educational development work
- Creators
- Kathleen Landy - Cornell UniversityAnna L. Bostwick Flaming - University of IowaSuzanne Tapp - Texas Tech UniversityEric C. Kaldor - Brown University
- Resource Type
- Journal article
- Publication Details
- To improve the academy, Vol.41(1), pp.17-37
- DOI
- 10.3998/tia.445
- ISSN
- 2334-4822
- eISSN
- 2334-4822
- Language
- English
- Date published
- 04/26/2022
- Academic Unit
- Gender, Women's and Sexuality Studies
- Record Identifier
- 9985113262702771
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