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Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case

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Wouters, Pascale [UCL] Clement, Mieke [KUL] Frenay, Mariane [UCL] Buelens, Herman [KUL] Gilis, Annelies [KUL]

In this paper, the authors describe the implementation process of a teaching portfolio at a Belgian university. The case is intriguing because it departs substantially from what others have described as the typical antagonistic way in which academic developers interact with formal leaders. Rather than being caught in an edgy game of compliance and resistance, the actors present themselves as partners in a collaborative process throughout three consecutive phases. To interpret this process, reference is made to a collaborative framework from a social psychology perspective that could help avoid compliance and resistance.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès mixte
Publication date 2014
Language Anglais
Journal information "International Journal for Academic Development" - Vol. 19, no.1, p. 26-36 (2014)
Peer reviewed yes
Publisher Routledge ((United Kingdom) Abingdon)
issn 1360-144X
e-issn 1470-1324
Publication status Publié
Affiliation UCL - SSH/IPSY - Psychological Sciences Research Institute
Links
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Bibliographic reference Wouters, Pascale ; Clement, Mieke ; Frenay, Mariane ; Buelens, Herman ; Gilis, Annelies. Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case. In: International Journal for Academic Development, Vol. 19, no.1, p. 26-36 (2014)
Permanent URL http://hdl.handle.net/2078.1/141479