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

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Journal Article
Journal of Higher Education Policy and Management, 2017, 39 (4), pp. 378 - 389
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© 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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