Deliberative academic development with university teachers in times of crisis

References

• Abualrub, I., Karseth, B., & Stensaker, B. (2013). The various understandings of learning environment in higher education and its quality implications. Quality in Higher Education, 19(1), 90–110. https://doi.org/10.1080/13538322.2013.772464
   Google Scholar
• Akhtar Danesh, N., & Wingreen, S. C. (2020). How to analyze change in perception from paired Q-sorts. Communications in Statistics - Theory and Methods, 1–11. https://doi.org/10.1080/03610926.2020.1845734
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Davis, B. B., & Hodge, I. D. (2012). Shifting environmental perspectives in agriculture: Repeated Q analysis and the stability of preference structures. Ecological Economics, 83, 51–57. https://doi.org/10.1016/j.ecolecon.2012.08.013
   Web of Science ®Google Scholar
• Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about ‘good teaching’: An integration of contrasting research. Higher Education Research & Development, 19(1), 5–26. https://doi.org/10.1080/07294360050020444
   Google Scholar
• Fremstad, E., Bergh, A., Solbrekke, T. D., & Fossland, T. (2020). Deliberative academic development: The potential and challenge of agency. International Journal for Academic Development, 25(2), 107–120. https://doi.org/10.1080/1360144X.2019.1631169
   Web of Science ®Google Scholar
• Godor, B. P. (2016). Moving beyond the deep and surface dichotomy: Using Q methodology to explore students’ approaches to studying. Teaching in Higher Education, 21(2), 207–218. https://doi.org/10.1080/13562517.2015.1136275
   Web of Science ®Google Scholar
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Retrieved May 20, 2020, from from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
   Google Scholar
• Huijser, H., Sim, K. N., & Felten, P. (2020). Change, agency, and boundary spanning in dynamic context. International Journal for Academic Development, 25(2), 91–93. https://doi.org/10.1080/1360144X.2020.1753919
   Web of Science ®Google Scholar
• Kandlbinder, P. (2007). The challenge of deliberation for academic development. International Journal for Academic Development, 12(1), 55–59. https://doi.org/10.1080/13601440701217345
   Google Scholar
• Lundberg, A., de Leeuw, R. R., & Aliani, R. (2020). Using Q methodology: Sorting out subjectivity in educational research. Educational Research Review, 31, 100361. https://doi.org/10.1016/j.edurev.2020.100361
   Web of Science ®Google Scholar
• Lundberg, A., & Stigmar, M. (in press). University teachers' shifting views of successful learning environments in the future. Scandinavian Journal of Educational Research.
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third ed.). SAGE Publications.
   Google Scholar
• Niemeyer, S., Ayirtman, S., & HartzKarp, J. (2013). Understanding deliberative citizens: The application of Q methodology to deliberation on policy issues. Operant Subjectivity, 36(2), 114–134. https://doi.org/10.15133/j.os.2012.007
   Google Scholar
• Ramsden, P. (2003). Learning to teach in higher education. Routledge.
   Google Scholar
• Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
   Google Scholar
• Schwieler, E., & Ekecrantz, S. (2011). Normative values in teachers’ conceptions of teaching and learning in higher education: A belief system approach. International Journal for Academic Development, 16(1), 59–70. https://doi.org/10.1080/1360144X.2011.546230
   Google Scholar
• Sim, K. N., Timmermans, J. A., & Zou, T. X. P. (2020). Diversity matters: Academic development in times of uncertainty and beyond*. International Journal for Academic Development, 25(3), 201–204. https://doi.org/10.1080/1360144X.2020.1797950
   Web of Science ®Google Scholar
• T. D. Solbrekke, & C. Sugrue (Eds.). (2020). Leading higher education as and for public good. Rekindling education as praxis. Routledge.
   Google Scholar
• Stigmar, M. (2008). Faculty development through an educational action programme. Higher Education Research & Development, 27(2), 107–120. https://doi.org/10.1080/07294360701805242
   Web of Science ®Google Scholar
• Sugrue, C., Englund, T., Solbrekke, T. D., & Fossland, T. (2018). Trends in the practices of academic developers: Trajectories of higher education? Studies in Higher Education, 43(12), 2336–2353. https://doi.org/10.1080/03075079.2017.1326026
   Web of Science ®Google Scholar
• Sutherland, K. A., & Grant, B. (2016). Researching academic development. In D. Baume & C. Popovic (Eds.), Advancing practice in academic development (pp. 187–206). Routledge.
   Google Scholar
• Sutherland, K. A. (2018). Holistic academic development: Is it time to think more broadly about the academic development project? International Journal for Academic Development, 23(4), 261–273. https://doi.org/10.1080/1360144X.2018.1524571
   Web of Science ®Google Scholar
• Van Nes, F., Abma, T., Jonsson, H., & Deeg, D. (2010). Language differences in qualitative research: Is meaning lost in translation? European Journal of Ageing, 7(4), 313–316. https://doi.org/10.1007/s10433-010-0168-y
   PubMed Web of Science ®Google Scholar
• Watts, S., & Stenner, P. (2012). Doing Q methodological research: Theory, method and interpretation. SAGE Publications.
   Google Scholar
• Woods, C. (2012). Exploring emotion in the higher education workplace: Capturing contrasting perspectives using Q methodology. Higher Education, 64(6), 891–909. https://doi.org/10.1007/s10734-012-9535-2
   Web of Science ®Google Scholar