Responding to university policies and initiatives: the role of reflexivity in the mid-career academic

Brew, A; Boud, D; Lucas, L; Crawford, K

Responding to university policies and initiatives: the role of reflexivity in the mid-career academic

Brew, A Boud, D

Lucas, L Crawford, K

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Publication Type:: Journal Article
Citation:: Journal of Higher Education Policy and Management, 2017, 39 (4), pp. 378 - 389
Issue Date:: 2017-07-04

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Field	Value	Language
dc.contributor.author	Brew, A	en_US
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722	en_US
dc.contributor.author	Lucas, L	en_US
dc.contributor.author	Crawford, K	en_US
dc.date.available	2020-05-25T19:08:30Z
dc.date.issued	2017-07-04	en_US
dc.identifier.citation	Journal of Higher Education Policy and Management, 2017, 39 (4), pp. 378 - 389	en_US
dc.identifier.issn	1360-080X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/114895
dc.description.abstract	© 2017 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management. How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university policies and initiatives, to changes in policy and policy conflicts, can at least partially be understood through interrogating the modes of reflexivity they employ.	en_US
dc.relation.ispartof	Journal of Higher Education Policy and Management	en_US
dc.relation.isbasedon	10.1080/1360080X.2017.1330819	en_US
dc.subject.classification	Education	en_US
dc.title	Responding to university policies and initiatives: the role of reflexivity in the mid-career academic	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	39	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1605 Policy and Administration	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	39	en_US

Abstract:

© 2017 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management. How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university policies and initiatives, to changes in policy and policy conflicts, can at least partially be understood through interrogating the modes of reflexivity they employ.

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http://hdl.handle.net/10453/114895