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  • Praxis, educational development and the university sector in Australia

    Author(s)
    Hardy, Ian
    Grootenboer, Peter
    Bristol, Laurette
    Griffith University Author(s)
    Grootenboer, Peter J.
    Year published
    2016
    Metadata
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    Abstract
    In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: ...
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    In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational development for and as praxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally.
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    Journal Title
    International Journal of Qualitative Studies in Education
    Volume
    29
    Issue
    7
    DOI
    https://doi.org/10.1080/09518398.2016.1174895
    Subject
    Higher education
    Specialist studies in education
    Sociology
    Publication URI
    http://hdl.handle.net/10072/99426
    Collection
    • Journal articles

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