LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Baughan, P. (2013)
Publisher: University of South Australia
Languages: English
Types: Article
Subjects: LB
This paper examines variation in change agents’ experiences of an intended culture change, following their implementation of an organisation-wide initiative at a single university. The purpose of the initiative was to promote better understanding of a range of academic practice and academic conduct issues amongst students and staff, and generate an institution wide culture change. The change agents were interviewed and resulting data analysed using the phenomenographic approach, from which four qualitatively different conceptions were developed. The results suggest that a full culture change has not occurred, but that instances of localised changes have taken place. Drawing on two theoretical models, it is argued that in initiatives of this type, greater account needs to be taken of the meso level - cultures and practices in departmental and programme contexts – and that such meso level considerations should be used to compliment central planning approaches adopted by academic leaders who design such initiatives.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Åkerlind, G. (2005a). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24, 321-334.
    • Åkerlind, G. (2005b). Phenomenographic methods: A case illustration. In J. Bowden & P. Green (Eds.), Doing developmental phenomenography. Melbourne: RMIT University Press, 103-127.
    • Åkerlind, G. (2005c). Learning about phenomenography: Interviewing, data analysis and the qualitative research paradigm. In J. Bowden & P. Green (Eds.), Doing developmental phenomenography. Melbourne: RMIT University Press, 63-73.
    • Åkerlind, G., Bowden, J., & Green, P. (2005). Learning to do phenomenography: A reflective discussion. In J. Bowden & P. Green (Eds.), Doing developmental phenomenography. Melbourne: RMIT University Press, 74-100.
    • Alvesson, M. (1993). Cultural perspectives on organisations. Cambridge: Cambridge University Press.
    • Alvesson, M. (2002). Understanding organisational culture. London: Sage.
    • Ashwin, P. (2005). Variation in students' experiences of the 'Oxford Tutorial'. Higher Education, 50, 631-644.
    • Bamber, V., Trowler, P., Saunders, M., & Knight, P. (Eds.). (2009). Enhancing learning and teaching in higher education: Theory, cases, practices. Maidenhead: Open University Press/SRHE.
    • Blum, S. (2009). My Word! Plagiarism and college culture. Ithaca/London: Cornell University Press.
    • Buckley, R., & Caple, J. (1992). The theory and practice of training. London: Kogan Page.
    • Carroll, J. (2007). A handbook for deterring plagiarism in higher education (2nd ed.). Oxford: The Oxford Centre for Staff and Learning Development, Oxford Brookes University.
    • Cousin, G. (2009). Researching learning in higher education: An introduction to contemporary methods and approaches. London: SEDA & Routledge.
    • Dawson, P. (1994). Beyond conventional change models: A processual perspective. Asia Pacific Journal of Human Resources, 34(2), 57-70.
    • Entwistle, N. (1997). Introduction: Phenomenography in higher education. Higher Education Research & Development, 16, 127-134.
    • Falchikov, N. (2004). Improving assessment through student involvement. London: Routledge Falmer.
    • Fullan, M. (1999). Complexity and the change process. London: Falmer Press.
    • Fullan, M. (2003). Change forces with a vengeance. London: Routledge Falmer.
    • Fullan, M. (2007). Leading in a culture of change. San Francisco, Jossey-Bass.
    • Hrasky, S., & Kronenberg, D. (2011). Curriculum redesign as a faculty-centred approach to plagiarism reduction. International Journal for Educational Integrity, 7(2), 23-36.
    • Marton, F. (1981). Phenomenography - describing conceptions of the world around us. Instructional Science, 10, 177-200.
    • Marton, F., & Booth, S. (1997). Learning and awareness. New Jersey: Lawrence Erlbaum Associates.
    • Morris, E. (2010). Supporting academic integrity: Approaches and resources for higher education. York: Higher Education Academy/JISC Academic Integrity Service. Retrieved September 1, 2012, from http://www.heacademy.ac.uk/ assets/documents/academicintegrity/SupportingAcademicIntegrity.pdf.
    • Norton, L. (2007). Using assessment to promote quality learning in higher education. In A. Campbell & L. Norton (Eds.), Learning, teaching & assessing in higher education: Developing reflective practice. Exeter: Learning Matters, 92-101.
    • Ogbonna, E., & Harris, L. C. (2002). Managing organisational culture: Insights from the hospitality industry. Human Resource Management Journal, 12(1), 33-53.
    • Orgill, M. (2008). Phenomenography. Retrieved September 1, 2012, from www.minds.may.ie/~dez/phenom.html.
    • Patrick, J. (1992). Training research and practice. London: Academic Press.
    • Pickford, R., & Brown, S. (2006). Assessing skills and practice. London: Routledge.
    • Prosser, M. (1994). Some experiences of using phenomenographic research methodology in the context of research in teaching and learning. In J. Bowden & E. Walsh (Eds.), Phenomenographic research: Variations in method. Melbourne: Royal Melbourne Institute of Technology, 31-43.
    • Sadler-Smith, E., & Smith, P. (2006). Technical rationality and professional artistry in HRD practice. Human Resource Development International, 9(2), 271-281.
    • Silver, H. (2003). Does a university have a culture? Studies in Higher Education, 28 (2), 157-169.
    • Smith, M. (2003). Changing an organization's culture: Correlates of success and failure. Leadership & Organization Development Journal, 24(5), 249-261.
    • Stefani, L., & Carroll, J. (2001). A briefing on plagiarism (Assessment Series No. 10). Learning and Teaching Support Network Generic Guidance.
    • Sutherland-Smith, W. (2008). Plagiarism, the internet and student learning: Improving academic integrity. London: Routledge.
    • Trigwell, K. (2000). Phenomenography: Discernment and variation. In P. Trowler (Ed.) (2005). A sociology of teaching, learning and enhancement: Improving practices in higher education. Revista de Sociologia, 76, 13-32.
    • Trigwell, K. (2006). Phenomenography: An approach to research into geography education. Journal of Geography in Higher Education, 30(2), 367-372.
    • Trowler, P. (2005). A sociology of teaching, learning and enhancement: Improving practices in higher education. Revista de Sociologia, 76, 13-32.
    • Trowler, P. (2008). Cultures and change in higher education: Theories and practices (Universities into the 21st Century). USA: Palgrave Macmillan.
  • No related research data.
  • No similar publications.

Share - Bookmark

Download from

Cite this article