University teachers are the “key” profession educating all other professions and performing important research. This should provide strong rationales for maintaining good working conditions within academia. However, this is seldom the case. Even though many feel privileged; appreciating the freedom, autonomy, inspiration and career options. They often balance between reforms based on managerial logic from the business world and pedagogic processes informed by professional academic logic. Complexity, intensification, frequent change and reorganization often have negative effects on their ability to do a good job according to professional standards, at the risk of research and teaching quality and student results. Which in turn can lower work-satisfaction and impair health and well-being of the teacher/researcher. This paper explores the tightroping between managerial and professional standards performed by university teachers from a constructivist perspective; drawing on the concept of teachers’ personal and professional ideas about practice as superordinate constructs subsuming other constructs. What happens to the teacher when the love of teaching and research is threatened by managerial standards, when the superordinate construct is challenged? The results can provide support to individuals and groups and inform recommendations about working conditions and models for higher education policy and practice designed to improve quality.
|Status||Publicerad - 2022-juli-13|
|Evenemang||24TH INTERNATIONAL CONGRESS ON PERSONAL CONSTRUCT PSYCHOLOGY: The Encounter with the Other: The Space Where Love and Threat Confront Each Other - University of Padua , Padua, Italien|
Varaktighet: 2022-juli-13 → 2022-juli-16
|Konferens||24TH INTERNATIONAL CONGRESS ON PERSONAL CONSTRUCT PSYCHOLOGY|
|Period||22-07-13 → 22-07-16|
- Pedagogiskt arbete (50304)