umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
New professionals and new technologies in new higher education?: Conceptualising struggles in the field
Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning (IML). (ICT Media and Learning)
2009 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

This thesis explores the practices and positionings of two groupings of professionals in UK higher education, ‘educational developers’ and ‘learning technologists’. It investigates the emergence of the groupings, and their professional paths and respective approaches to supporting teaching and learning. It also explores the use of information and communication technology within what is seen as a changing university context. These two ‘new’ professional groupings are most associated with a shift of focus in universities from teaching towards learning, heightened emphasis on the quality of teaching and learning, the increased impact of learning technologies on practice, organisational transformation, and increased numbers of students attending universities, i.e. massification of higher education world-wide. Thus, equivalent exemplars and variations can also be found throughout Europe and in other international settings.

The social structure and practices that govern the two groupings have been analysed by means of a wide range of theories, concepts and methods which include Bourdieu’s (1988) concepts of habitus, field, position and capital, Boyer’s (1990) ideas about new scholarship, Palmer’s (1998) conceptualisation of the university teacher and Clark’s (2003) identification of the entrepreneurial university. The work of others, in particular Schön (1967) and Ball (2003), also provides an insight into the powerful relationship between technology, society, education and change.

Thus, the thesis explores fields and sub-fields, as social arenas in which capital is accumulated and where struggles for power and resources take place. The study suggests that both groups occupy a highly politicised position, are affected by the shifting value of social, cultural and economic capital in the constantly changing higher education, are subject to struggle regarding ‘position’ and agency and are susceptible to the demands of new power regimes and technological solutions. It suggests that educational development is a scholarly field of study but has also become a technology responsible for translating institutional policy into practice, while learning technologists have been more politically successful and have had a relatively greater impact on academic practice in university settings. Whilst the relationship and division of work between educational developers and learning technologists has been hitherto little understood this study shows the similarities and differences, and boundaries and overlaps in the knowledge, practices, positions, dispositions and allegiances of the two groupings. An argument of the thesis is for a more cohesive approach to educational development in higher education which embraces learning technologies and higher education policy. Furthermore, this thesis suggests that the balance of power and the value placed on social, cultural and economic capital in the knowledge economy of higher education is shifting; from teaching and learning towards change and ‘innovation’ underpinned by new technologies, business imperatives and new forms of management. This shift in the UK has been reinforced by successive periods of reform and restructuring of the university, where both ‘new’ and ‘old’ professionals are subject to social and political pressures initiated by new forms of central governance and a growing bureaucracy of change. A danger for higher education is that the balance is pulled more towards policy technologies and bureaucracy and away from the professional judgement of university academics/teachers.

Place, publisher, year, edition, pages
Umeå: Umeå School of Education , 2009. , 276 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 30Doktorsavhandlingar inom den Nationella Forskarskolan i Pedagogiskt Arbete, ISSN 1653-6894 ; 19
Keyword [en]
Higher education, technologies, technology, change, new professionals, academic practice.
National Category
Pedagogical Work
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-26036ISBN: 978-91-7264-824-1 (print)OAI: oai:DiVA.org:umu-26036DiVA: diva2:236168
Distributor:
Interaktiva medier och lärande, 90187, Umeå
Public defence
2009-10-13, Humanisthuset, hörsal E., Umeå University, 13:00 (English)
Opponent
Supervisors
Available from: 2009-09-22 Created: 2009-09-21 Last updated: 2010-04-22Bibliographically approved

Open Access in DiVA

fulltext(941 kB)3241 downloads
File information
File name FULLTEXT01.pdfFile size 941 kBChecksum SHA-512
ffdd066a424ae5cb04dcc92f43b7b44a8590aaa4e3972c0c43c8302dffdcc662c118bc2eeead77e290eff3433b0872a0a1a1651db501625165f1144f90180f42
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Hudson, Alison
By organisation
Department of Interactive Media and Learning (IML)
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 3241 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 2796 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf