Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case

Abstract

In this paper, the authors describe the implementation process of a teaching portfolio at a Belgian university. The case is intriguing because it departs substantially from what others have described as the typical antagonistic way in which academic developers interact with formal leaders. Rather than being caught in an edgy game of compliance and resistance, the actors present themselves as partners in a collaborative process throughout three consecutive phases. To interpret this process, reference is made to a collaborative framework from a social psychology perspective that could help avoid compliance and resistance.

Keywords:

• academic development
• academic developer
• collaboration
• compliance
• resistance

Acknowledgements

The research referred to in this paper has been made possible with the support of a grant from the Fonds de la recherche scientifique–FNRS, Grant no. 2.4.548.08F – FRFC/Pédagogie.

Notes on contributors

Pascale Wouters is a senior educational developer at the Centre for Educational Development (IPM) of the Université catholique de Louvain and researcher at the UNESCO Chair for University Teaching and Learning. Her research and expertise is on instructional, and organizational development, with a specific focus on policies of training, assessment and valuing of academics’ engagement in teaching.

Mieke Clement is a senior educational developer at the Centre for Educational Development of the University of Leuven, a research-intensive university in Belgium. She supports faculties and (groups of) academics in achieving high-quality teaching through curriculum and organizational development. Her research focuses on the development of higher education teachers and academic cultures.

Mariane Frenay is a professor and dean of the Faculty of Psychology and Education at the Université catholique de Louvain. She is an active member of the UNESCO Chair for University Teaching and Learning and of the interdisciplinary research centre on socialization, education, and training (GIRSEF). Her research focuses on teaching and learning processes in higher education and academic development.

Herman Buelens is head of the Centre for Educational Development at the University of Leuven, where he earned his Master’s degree and PhD in psychology. His research interests include collaborative (e-)learning and educational development in the context of research-intensive universities.

Annelies Gilis is a senior educational developer at the Centre for Educational Development of the University of Leuven. She supports faculties and (groups of) academics in achieving high-quality teaching through curriculum and organizational development. Her research focuses on the development of educational developers and change in higher education.