Critical aspects in educational development through a cultural approach
Roxå, Torgny LU and Mårtensson, Katarina LU
(2021)
p.23-35
- Abstract
- Change in microcultures follows when the what-, who-, or how-aspect changes.
Change can start in one of the three aspects but eventually they may all change.
Members are likely to engage in restoration of order when a disruption is noticed.
Through a process of complex contagion, however, they can change. These processes
are slow and they are characterised by repeated interaction between parties that trust
each other. This is one way of conceiving cultural change in higher education organi-
sations.
For educational developers the above may present an entry point for a discus-
sion on what the mechanism behind cultural change is. Especially the idea put for-
ward by Vollmer, that the what-, the how-,... (More) - Change in microcultures follows when the what-, who-, or how-aspect changes.
Change can start in one of the three aspects but eventually they may all change.
Members are likely to engage in restoration of order when a disruption is noticed.
Through a process of complex contagion, however, they can change. These processes
are slow and they are characterised by repeated interaction between parties that trust
each other. This is one way of conceiving cultural change in higher education organi-
sations.
For educational developers the above may present an entry point for a discus-
sion on what the mechanism behind cultural change is. Especially the idea put for-
ward by Vollmer, that the what-, the how-, and the who-aspect potentially reveal an
opening, since various strategies can be deployed in different contexts targeting one
or more of the three aspects. It is likely that even if the change may start in one of
these aspects, sustainable change in culture will become visible through a change in
all of them.
It is also an aspiration built into this text, to inspire educational developers to
deepen their understanding, through the use of research in related fields, of how de-
velopment of organisational cultures can be reached through educational develop-
ment interventions. The text thereby, potentially, contributes to what Sutherland has
invited us to do: to think more broadly about the academic development project. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2d1001e6-8d39-461c-9efb-7ce2d743237a
- author
- Roxå, Torgny
LU
and Mårtensson, Katarina
LU
- organization
- publishing date
- 2021
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- Hochschuldidaktik als professionelle Verbindung von Forschung, Politik und Praxis
- editor
- Merkt et al., Marianne
- pages
- 23 - 35
- publisher
- Duetsche Gesellschaft für Hochschuldidaktik
- language
- English
- LU publication?
- yes
- id
- 2d1001e6-8d39-461c-9efb-7ce2d743237a
- date added to LUP
- 2025-08-12 10:24:46
- date last changed
- 2025-09-01 10:16:10
@inbook{2d1001e6-8d39-461c-9efb-7ce2d743237a,
abstract = {{Change in microcultures follows when the what-, who-, or how-aspect changes.<br/>Change can start in one of the three aspects but eventually they may all change.<br/>Members are likely to engage in restoration of order when a disruption is noticed.<br/>Through a process of complex contagion, however, they can change. These processes<br/>are slow and they are characterised by repeated interaction between parties that trust<br/>each other. This is one way of conceiving cultural change in higher education organi-<br/>sations.<br/><br/>For educational developers the above may present an entry point for a discus-<br/>sion on what the mechanism behind cultural change is. Especially the idea put for-<br/>ward by Vollmer, that the what-, the how-, and the who-aspect potentially reveal an<br/>opening, since various strategies can be deployed in different contexts targeting one<br/>or more of the three aspects. It is likely that even if the change may start in one of<br/>these aspects, sustainable change in culture will become visible through a change in<br/>all of them.<br/><br/>It is also an aspiration built into this text, to inspire educational developers to<br/>deepen their understanding, through the use of research in related fields, of how de-<br/>velopment of organisational cultures can be reached through educational develop-<br/>ment interventions. The text thereby, potentially, contributes to what Sutherland has<br/>invited us to do: to think more broadly about the academic development project.}},
author = {{Roxå, Torgny and Mårtensson, Katarina}},
booktitle = {{Hochschuldidaktik als professionelle Verbindung von Forschung, Politik und Praxis}},
editor = {{Merkt et al., Marianne}},
language = {{eng}},
pages = {{23--35}},
publisher = {{Duetsche Gesellschaft für Hochschuldidaktik}},
title = {{Critical aspects in educational development through a cultural approach}},
url = {{https://lup.lub.lu.se/search/files/226755771/Rox_-T._M_rtensson_-K._2021_Critical-aspects-educational-development.pdf}},
year = {{2021}},
}