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  • 1. Dyrdal Solbrekke, Tone
    et al.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Bringing professional responsibility back in2011In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 36, no 7, p. 847-861Article in journal (Refereed)
    Abstract [en]

    Research on how higher education institutions work with professional formation indicates that insufficient attention is currently paid to issues of professional responsibility and ethics. In the light of such findings, there is increasing concern about issues related to learning professional responsibility. This article concentrates on different meanings given to professional responsibility. Drawing on the idea of ‘social trustee professionalism’ and the recent rhetoric and practices of new public management, the concept of professional responsibility is deconstructed and discussed in light of the types of logic and implications generated by the use of the concepts of professional ‘responsibility’ and ‘accountability’. The analysis indicates that mechanisms of accountability seem to be ‘triumphing’ over responsibility in today’s governance systems. It is argued that we need to ‘bring professional responsibility back in’, to ensure that moral and societal responsibilities become the driving force for professionals while accounting systems support the overall purpose of professional work.

  • 2.
    Sugrue, Ciaran
    et al.
    School of Education, University College Dublin, Dublin, Ireland.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences. Department of Education.
    Solbrekke, Tone Dyrdal
    Department of Education, University of Oslo, Oslo, Norway.
    Fossland, Trine
    Centre for Teaching and Learning, University of Tromsø, Tromsø, Norway.
    Trends in the practices of academic developers: trajectories of higher education?2018In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 43, no 12, p. 2336-2353Article in journal (Refereed)
    Abstract [en]

    Amidst the rapidly evolving Higher Education (HE) landscape, this paper provides a systematic review of Academic Development (AD) work, the roles and responsibilities of Academic Developers (ADs) in HE. Beginning from the perspective that HE institutions, as publicly funded organisations, have responsibility to contribute to the public good, more than 100 peer-reviewed papers (1995-2015) are interrogated under five themes. These are: a review of reviews, technology and AD work, their status and identity, assessment of AD work and impact, and the leadership roles of ADs and their impact on institutional leadership. Critical to the evolution of their work has been a more mainstream and public contribution. Their emerging responsibilities in collaboration with institutional leaders, as 'brokers' and 'bridge-builders' position them more strategically within institutions - with potential to be compromised in terms of their espoused values and dispositions while potentially more influential in shaping the futures of their organisations.

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  • harvard1
  • ieee
  • modern-language-association-8th-edition
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  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
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