Development of educational leaders’ adaptive expertise in a professional development programme

References

• Akkerman, S. F., Admiraal, W., Brekelmans, M., & Oost, H. (2008). Auditing quality of research in social sciences. Quality & Quantity, 42(2), 257–274. https://doi.org/https://doi.org/10.1007/s11135-006-9044-4
   Web of Science ®Google Scholar
• Barnett, S. M., & Koslowski, B. (2002). Adaptive expertise: Effects of type of experience and the level of theoretical understanding it generates. Thinking & Reasoning, 8(4), 237–267. https://doi.org/https://doi.org/10.1080/13546780244000088
   Google Scholar
• Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. McGraw-Hill International.
   Google Scholar
• Blackmore, P., & Kandiko, C. (2012). Strategic curriculum change: Global trends in universities. Routledge.
   Google Scholar
• Bohle Carbonell, K., Stalmeijer, R. E., Könings, K. D., Segers, M., & Van Merriënboer, J. J. G. (2014). How experts deal with novel situations: A review of adaptive expertise. Educational Research Review, 12, 14–29. https://doi.org/https://doi.org/10.1016/j.edurev.2014.03.001
   Web of Science ®Google Scholar
• Bolden, R. (2011). Distributed leadership in organizations: A review of theory and research. International Journal of Management Reviews, 13(3), 251–269. https://doi.org/https://doi.org/10.1111/j.1468-2370.2011.00306.x
   Web of Science ®Google Scholar
• Bolden, R., Petrov, G., & Gosling, J. (2009). Distributed leadership in higher education: Rhetoric and reality. Educational Management Administration & Leadership, 37(2), 257–277. https://doi.org/https://doi.org/10.1177/1741143208100301
   Web of Science ®Google Scholar
• Bonem, E. M., Fedesco, H. N., & Zissimopoulos, A. N. (2020). What you do is less important than how you do it: The effects of learning environment on student outcomes. Learning Environments Research, 23(1), 27–44. https://doi.org/https://doi.org/10.1007/s10984-019-09289-8
   Google Scholar
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7, March), 3–7. https://files.eric.ed.gov/fulltext/ED282491.pdf
   Google Scholar
• Clinton, V., & Wilson, N. (2019). More than chalkboards: Classroom spaces and collaborative learning attitudes. Learning Environments Research, 22(3), 325–344. https://doi.org/https://doi.org/10.1007/s10984-019-09287-w
   Google Scholar
• Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683–703). Cambridge University Press.
   Google Scholar
• Ericsson, K. A. (2009). Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments. Cambridge University Press.
   Google Scholar
• Ericsson, K. A. (2014). Adaptive expertise and cognitive readiness: A perspective from the expert-performance approach. In H. O’Neil, R. Perez, & E. Baker (Eds.), Teaching and measuring cognitive readiness (pp. 179–197). Springer.
   Google Scholar
• Ericsson, K. A. (2016). Summing up hours of any type of practice versus identifying optimal practice activities: Commentary on Macnamara, Moreau, & Hambrick (2016). Perspectives on Psychological Science, 11(3), 351–354. https://doi.org/https://doi.org/10.1177/1745691616635600
   Web of Science ®Google Scholar
• Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (2006). The Cambridge handbook of expertise and expert performance. Cambridge University Press.
   Google Scholar
• Ericsson, K. A., & Harwell, K. (2019). Deliberate practice and proposed limits on the effects of practice on the acquisition of expert performance: Why the original definition matters and recommendations for future research. Frontiers in Psychology, 10, 2396. https://doi.org/https://doi.org/10.3389/fpsyg.2019.02396
   PubMed Web of Science ®Google Scholar
• Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100 (3), 363–406. http://projects.ict.usc.edu/itw/gel/EricssonDeliberatePracticePR93.PDF.
   Web of Science ®Google Scholar
• Feeley, T. H. (2002). Evidence of Halo effects in student evaluations of communication instruction. Communication Education, 51(3), 225–236. https://doi.org/https://doi.org/10.1080/03634520216519
   Google Scholar
• Floyd, A., & Preston, D. (2018). The role of the associate dean in UK universities: Distributed leadership in action? Higher Education, 75(5), 925–943. https://doi.org/https://doi.org/10.1007/s10734-017-0178-1
   Web of Science ®Google Scholar
• Fullan, M. (2002). The Change Leader. Educational Leadership, 59(8), 16–20.
   Web of Science ®Google Scholar
• Fung, D., Besters-Dilger, J., & Van Der Vaart, R. (2017). Excellent education in research-rich universities. Vol. 2019 LERU. https://www.leru.org/files/Excellent-Education-in-Research-Rich-Universities-Full-paper.pdf
   Google Scholar
• Gibbs, G., Knapper, C., & Piccinin, S. (2008). Disciplinary and contextually appropriate approaches to leadership of teaching in research-intensive academic departments in higher education. Higher Education Quarterly, 62(4), 416–436. https://doi.org/https://doi.org/10.1111/j.1468-2273.2008.00402.x
   Google Scholar
• Grunefeld, H. (2020). Developing expertise in leadership for educational change in research-intensive universities [Manuscript submitted for publication]. Utrecht University, Utrecht. https://doi.org/https://doi.org/10.33540/42
   Google Scholar
• Grunefeld, H., Prins, F., Van Tartwijk, J., Van Der Vaart, R., Loads, D., Turner, J., … Wubbels, T. (2017). Faculty development for educational leadership. In B. Stensaker, G. T. Bilbow, L. Breslow, & R. Van Der Vaart (Eds.), Strengthening teaching and learning in research universities: Strategies and initiatives for institutional change (pp. 73–101). Palgrave Macmillan.
   Google Scholar
• Grunefeld, H., Van Tartwijk, J., Jongen, H., & Wubbels, T. (2015). Design and effects of an academic development programme on leadership for educational change. International Journal for Academic Development, 20(4), 306–318. https://doi.org/https://doi.org/10.1080/1360144X.2015.1068779
   Web of Science ®Google Scholar
• Hatano, G., & Inagaki, K. (1986). Two courses of expertise. Research and Clinical Center for Child Development, annual report (vol. 6, pp. 27–36). Faculty of Education, Hokkaido University. http://hdl.handle.net/2115/25206
   Google Scholar
• Havelock, R. G., & Huberman, A. M. (1977). Solving educational problems: The theory and reality of innovation in developing countries. UNESCO. http://hdl.handle.net/2027/mdp.39015071885797
   Google Scholar
• Macnamara, B. N., Hambrick, D. Z., & Moreau, D. (2016). How important is deliberate practice? Reply to Ericsson (2016). Perspectives on Psychological Science, 11(3), 355–358. https://doi.org/https://doi.org/10.1177/1745691616635614
   Web of Science ®Google Scholar
• Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological Science, 25(8), 1608–1618. https://doi.org/https://doi.org/10.1177/0956797614535810
   PubMed Web of Science ®Google Scholar
• Marshall, S. J. (2018). Shaping the university of the future: Using technology to catalyse change in university learning and teaching. Springer.
   Google Scholar
• Milburn, P. C. (2010). The role of programme directors as academic leaders. Active Learning in Higher Education, 11(2), 87–95. https://doi.org/https://doi.org/10.1177/1469787410365653
   Google Scholar
• Mumford, M. D., Friedrich, T. L., Caughron, J. J., & Antes, A. L. (2009). Leadership development and assessment: Describing and rethinking the state of the art. In K. A. Ericsson (Ed.), Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 84–107). Cambridge University Press.
   Google Scholar
• Preston, D., & Floyd, A. (2016). Supporting the role of associate dean in universities: An alternative approach to management development. Higher Education Quarterly, 70(3), 264–280. https://doi.org/https://doi.org/10.1111/hequ.12099
   Web of Science ®Google Scholar
• Scott, G., Coates, H., & Anderson, M. (2008). Learning leaders in times of change: Academic leadership capabilities for Australian higher education. Australian Council for Educational Research. http://research.acer.edu.au/higher_education/3
   Google Scholar
• Tyler, R. W. (1949/2013). Basic principles of curriculum and instruction. The University Of Chicago Press.
   Google Scholar
• Van Gog, T., Ericsson, K. A., Rikers, R. M. J. P., & Paas, F. (2005). Instructional design for advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research and Development, 53(3), 73–81. https://doi.org/https://doi.org/10.1007/BF02504799
   Web of Science ®Google Scholar
• Vilkinas, T., & Ladyshewsky, R. K. (2012). Leadership behaviour and effectiveness of academic program directors in Australian universities. Educational Management Administration & Leadership, 40(1), 109–126. https://doi.org/https://doi.org/10.1177/1741143211420613
   Web of Science ®Google Scholar
• Ward, P., Gore, J., Hutton, R., Conway, G. E., & Hoffman, R. R. (2018). Adaptive skill as the conditio sine qua non of expertise. Journal of Applied Research in Memory and Cognition, 7(1), 35–50. https://doi.org/https://doi.org/10.1016/j.jarmac.2018.01.009
   Web of Science ®Google Scholar
• Wetzel, A. P., De Arment, S. T., & Reed, E. (2015). Building teacher candidates’ adaptive expertise: Engaging experienced teachers in prompting reflection. Reflective Practice, 16(4), 546–558. https://doi.org/https://doi.org/10.1080/14623943.2015.1064380
   Web of Science ®Google Scholar