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  • 1.
    Bolander Laksov, Klara
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    Lessons learned: towards a framework for integration of theory and practice in academic development2019In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 24, no 4, p. 369-380Article in journal (Refereed)
    Abstract [en]

    In this paper, I describe an approach to the integration of theory and practice at the intrapersonal, interpersonal, and organizational levels. The results of the research projects in which I have been involved over the last ten years are used to illustrate how these three levels have facilitated the identification of three tensions. These tensions together create a framework that can help academic developers better understand how to approach the challenges of advocating for the integration of higher education theory with academic practice in their own institutional environments, and how this integration is linked to existing higher education literature.

  • 2.
    McGrath, Cormac
    et al.
    Karolinska Institutet, Sweden.
    Bolander Laksov, Klara
    Karolinska Institutet, Sweden.
    Laying bare educational crosstalk: a study of discursive repertoires in the wake of educational reform2014In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 19, no 2, p. 139-149Article in journal (Refereed)
    Abstract [en]

    In the wake of the Bologna process, many European universities are undergoing comprehensive educational reform. Our attention in this paper is focused on how a medical university came to terms with the challenges presented therein. We wished to explore how educators identify, understand and deal with opportunities for change at a medical university. To accomplish this, we devised meetings between the respondents and colleagues at the university and examined the reported results of these meetings. Our results suggest that there may be substantial educational crosstalk taking place, whereby people are experiencing a communicative mismatch in terms of negotiating the meaning of change initiatives. This can act as a hindrance for implementation of educational reforms. We acknowledge that educational developers and people in leadership need to consider different ways of creating opportunities for peer review and dialogue around educational issues in order to fully embrace opportunities for change.

  • 3.
    McGrath, Cormac
    et al.
    Karolinska Institutet, Sweden.
    Stenfors-Hayes, Terese
    Roxå, Torgny
    Bolander Laksov, Klara
    Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
    Exploring dimensions of change: the case of MOOC conceptions2017In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 22, no 3, p. 257-269Article in journal (Refereed)
    Abstract [en]

    This paper addresses a relatively new phenomenon in higher education, Massive Open Online Courses (MOOCs), and explores conceptions around this new and emerging development from the perspective of a number of stakeholders in the university. A phenomenographic approach is adopted. The study explores how different stakeholders at a university perceive the MOOC phenomenon, and reflects on how the many conceptions stakeholders adhere to are made meaningful for academic developers in their role as 'partners in arms'. The conceptions run across a continuum from the local and narrow to the global and broad. The study identifies challenges to change agency in a higher education institution.

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