Educational expertise as prestige: research-intensive curriculum change

References

• Baldwin, G. 1994. The student as customer: The discourse of ‘quality’ in higher education. Journal of Tertiary Education Administration 16, no. 1: 125–33. doi:10.1080/1036970940160110.
   Google Scholar
• Barnett, R. 2005. Reshaping the university: New relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill Education (UK).
   Google Scholar
• Bennett, D., L. Roberts, S. Ananthram, and M. Broughton. 2018. What is required to develop career pathways for teaching academics? Higher Education 75, no. 2: 271–86. doi:10.1007/s10734-017-0138-9.
   Web of Science ®Google Scholar
• Bereiter, C., and M. Scardamalia. 1993. Surpassing ourselves. Chicago and La Salle: Open Court.
   Google Scholar
• Bernstein, B. 2000. Pedagogy, symbolic control and identity: Theory, research and critique. New York: Rowman and Littlefield.
   Google Scholar
• Billett, S. 2006. Constituting the workplace curriculum. Journal of Curriculum Studies 38, no. 1: 31–48. doi:10.1080/00220270500153781.
   Web of Science ®Google Scholar
• Blackmore, P., and C.B. Kandiko. 2012. Strategic curriculum change in universities: Global trends. Abingdon: Routledge.
   Google Scholar
• Brew, A. 2006. Research and teaching. beyond the divide. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Canning, J. 2019. The UK Teaching Excellence Framework (TEF) as an illustration of Baudrillard’s hyperreality. Discourse: Studies in the Cultural Politics of Education 40, no. 3: 319–30. doi:10.1080/01596306.2017.1315054.
   Web of Science ®Google Scholar
• Clark, J., K. Laing, D. Leat, R. Lofthouse, U. Thomas, L. Tiplady, and P. Woolner. 2017. Transformation in interdisciplinary research methodology: The importance of shared experiences in landscapes of practice. International Journal of Research & Method in Education 40, no. 3: 243–56. doi:10.1080/1743727X.2017.1281902.
   Web of Science ®Google Scholar
• Clarke, M., J. Drennan, A. Hyde, and Y. Politis. 2015. Academics’ perceptions of their professional contexts. In Academic work and careers in Europe: Trends, challenges, perspectives, eds. T. Fumasoli, G. Goastellec, and B. M. Kehm, 117–31. Basel: Springer International Publishing.
   Google Scholar
• Coates, H., and L. Goedegebuure. 2012. Recasting the academic workforce: Why the attractiveness of the academic profession needs to be increased and eight possible strategies for how to go about this from an Australian perspective. Higher Education 64, no. 6: 875–89. doi:10.1007/s10734-012-9534-3.
   Web of Science ®Google Scholar
• Contu, A. 2014. On boundaries and difference: Communities of practice and power relations in creative work. Management Learning 45, no. 3: 289–316. doi:10.1177/1350507612471926.
   Web of Science ®Google Scholar
• Copland, F., and A. Creese. 2015. Linguistic ethnography: Collecting, analysing and presenting data. London: Sage.
   Google Scholar
• Copland, F., and H. Donaghue. 2021. Linguistic ethnography. In Analysing discourses in teacher observation feedback conferences, eds. F. Copland, and H. Donaghue, 11–33. New York: Routledge.
   Google Scholar
• Cotton, D.R.E., W. Miller, and P. Kneale. 2018. The Cinderella of academia: Is higher education pedagogic research undervalued in UK research assessment? Studies in Higher Education 43, no. 9: 1625–36. doi:10.1080/03075079.2016.1276549.
   Web of Science ®Google Scholar
• Department for Business, Innovation & Skills [BIS]. 2016. Success as a knowledge economy: Teaching excellence, social mobility & student choice. (Cm 9258). London: BIS. https://www.gov.uk/government/publications/higher-education-success-as-a-knowledge-economy- white-paper.
   Google Scholar
• Department for Business, Innovation and Skills [BIS]. 2011. Higher education: Students at the heart of the system. UK by The Stationery Office Limited on behalf of the Controller of Her Majesty’s Stationery Office.
   Google Scholar
• Fairweather, J.S. 1996. Faculty work and public trust: Restoring the value of teaching and public service in American academic life. Needham Heights, MA: Longwood Division, Allyn and Bacon.
   Google Scholar
• Farnsworth, V., I. Kleanthous, and E. Wenger-Trayner. 2016. Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies 64, no. 2: 139–60. doi:10.1080/00071005.2015.1133799.
   Web of Science ®Google Scholar
• Fung, D. 2017. A connected curriculum for higher education. London: UCL Press.
   Google Scholar
• Gherardi, S., D. Nicolini, and F. Odella. 1998. Toward a social understanding of how people learn in organizations: The notion of situated curriculum. Management Learning 29, no. 3: 273–97. doi:10.1177/1350507698293002.
   Web of Science ®Google Scholar
• Gretton, S., and D. Raine. 2017. Reward and recognition for university teaching in STEM subjects. Journal of Further and Higher Education 41, no. 3: 301–13. doi:10.1080/0309877X.2015.1100714.
   Web of Science ®Google Scholar
• Gunn, A. 2018. Metrics and methodologies for measuring teaching quality in higher education: Developing the Teaching Excellence Framework (TEF). Educational Review 70, no. 2: 129–48. doi:10.1080/00131911.2017.1410106.
   Web of Science ®Google Scholar
• Gunn, V., and A. Fisk. 2014. Considering teaching excellence in higher education: 2007-2013. A literature review since the CHERI Report 2007. HEA Research Series. Higher Education Academy.
   Google Scholar
• Heizmann, H. 2011. Knowledge sharing in a dispersed network of HR practice: Zooming in on power/knowledge struggles. Management Learning 42, no. 4: 379–93. doi:10.1177/1350507610394409.
   Web of Science ®Google Scholar
• Hendry, G.D., and S.J. Dean. 2002. Accountability, evaluation and teaching expertise in higher education. International Journal of Academic Development 7, no. 1: 75–82. doi:10.1080/13601440210156493.
   Google Scholar
• Hodson, N. 2020. Landscapes of practice in medical education. Medical Education 54, no. 6: 504–9. doi:10.1111/medu.14061.
   PubMed Web of Science ®Google Scholar
• Hong, J.F.L., and O.K.H. Fiona. 2009. Conflicting identities and power between communities of practice: The case of IT outsourcing. Management Learning 40, no. 3: 311–26. doi:10.1177/1350507609104342.
   Web of Science ®Google Scholar
• Kenny, N., C. Berenson, N. Chick, C. Johnson, D. Keegan, E. Read, and L. Reid. 2017. A developmental framework for teaching expertise in postsecondary education. In International Society for the Scholarship of Teaching and Learning Conference (14–17 October), Calgary, Canada. http://connections.ucalgaryblogs.ca/files/2017/11/CC4_Teaching-Expertise-Framework-Fall-2017.pdf (accessed on November 27, 2017).
   Google Scholar
• Kreber, C. 2002. Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education 27, no. 1: 5–23. doi:10.1023/A:1020464222360.
   Google Scholar
• Langan, A.M., and W.E. Harris. 2019. National student survey metrics: Where is the room for improvement? Higher Education 78, no. 6: 1075–89. doi:10.1007/s10734-019-00389-1.
   Web of Science ®Google Scholar
• Lattuca, L.R., and J.S. Stark. 2009. Shaping the college curriculum: Academic plans in context, 2nd ed. San Francisco, CA: Jossey Bass.
   Google Scholar
• Levina, N., and W.J. Orlikowski. 2009. Understanding shifting power relations within and across organizations: A critical genre analysis. Academy of Management Journal 52, no. 4: 672–703. doi:10.5465/amj.2009.43669902.
   Web of Science ®Google Scholar
• Macfarlane, B. 2011. The morphing of academic practice: Unbundling and the rise of the para-academic. Higher Education Quarterly 65, no. 1: 59–73. doi:10.1111/j.1468-2273.2010.00467.x.
   Google Scholar
• Neves, J., and R. Hewitt. 2020. Student academic experience survey. Higher Education Policy Institute and Advance HE. York: Advance HE.
   Google Scholar
• Office for Students. 2020. About us. https://www.officeforstudents.org.uk/about/our-strategy/.
   Google Scholar
• Omidvar, O., and R. Kislov. 2014. The evolution of the communities of practice approach: Toward knowledgeability in a landscape of practice—An interview with Etienne Wenger-Trayner. Journal of Management Inquiry 23, no. 3: 266–75. doi:10.1177/1056492613505908.
   Web of Science ®Google Scholar
• Priestley, M., and G. Biestam, eds. 2014. Reinventing the curriculum. London: Bloomsbury.
   Google Scholar
• Pyrko, I., V. Dörfler, and C. Eden. 2019. Communities of practice in landscapes of practice. Management Learning 50, no. 4: 482–99. doi:10.1177/1350507619860854.
   Web of Science ®Google Scholar
• Rampton, B., J. Maybin, and C. Roberts. 2015. Theory and method in linguistic ethnography. In Linguistic ethnography. palgrave advances in language and linguistics, eds. J. Snell, S. Shaw, and F. Copland, 14–50. London: Palgrave Macmillan.
   Google Scholar
• Rampton, B., K. Tusting, J. Maybin, R. Barwell, A. Creese, and V. Lytra. 2004. UK Linguistic Ethnography: A Discussion Paper, published at www.ling-ethnog.org.uk.
   Google Scholar
• Roberts, J. 2006. Limits to communities of practice. Journal of Management Studies 43, no. 3: 623–639. doi:10.1111/j.1467-6486.2006.00618.x.
   Web of Science ®Google Scholar
• Roberts, P. 2015. Higher education curriculum orientations and the implications for institutional curriculum change. Teaching in Higher Education 20, no. 5: 542–555. doi:10.1080/13562517.2015.1036731.
   Web of Science ®Google Scholar
• Shulman, L.S. 1987. Knowledge and teaching. Harvard Educational Review 57: 1–22. doi:10.17763/haer.57.1.j463w79r56455411.
   Web of Science ®Google Scholar
• Smith, R.A., and R.G. Tiberius. 1998. -99. “The nature of expertise: Implications for teachers and teaching.”. Teaching Excellence 10, no. 8: 1–2.
   Google Scholar
• Taylor, P.G. 1999. Making sense of academic life: Academics, universities, and change. Philadelphia, PA: Open University Press.
   Google Scholar
• Tomlinson, M., J. Enders, and R. Naidoo. 2020. The teaching excellence framework: Symbolic violence and the measured market in higher education. Critical Studies in Education. 61, no. 5: 627–642. doi:10.1080/17508487.2018.1553793.
   Google Scholar
• Toohey, S. 1999. Designing courses for higher education. Buckingham: SRHE and Open University Press.
   Google Scholar
• Waring, J., and G. Currie. 2009. Managing expert knowledge: Organizational challenges and managerial futures for the UK medical profession. Organization Studies 30, no. 7: 755–78. doi:10.1177/0170840609104819.
   Web of Science ®Google Scholar
• Wenger, E. 1998. Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
   Google Scholar
• Wenger-Trayner, E., and B. Wenger-Trayner. 2015. Learning in a landscape of practice: A framework. In Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning, eds. E. Wenger-Trayner, M. Fenton-O’Creevy, S. Hutchinson, C. Kubiak, and B. Wenger-Trayner, 13–31. Abingdon: Routledge.
   Google Scholar
• Wenger-Trayner, E., M. Fenton-O’Creevy, S. Hutchinson, C. Kubiak, and B. Wenger-Trayner, eds. 2015. Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning. London: Routledge.
   Google Scholar
• Wieman, C.E. 2019. Expertise in university teaching & the implications for teaching effectiveness, evaluation & training. Dædalus 148, no. 4: 47–78.
   Web of Science ®Google Scholar
• Wilson, N. 2017. Linguistic ethnography. In The Routledge handbook of language in the workplace, ed. B Vine, 40–50. Abingdon, England: Routledge.
   Google Scholar