Northampton Electronic Collection of Theses and Research

Beliefs and engagement in an institution-wide pedagogic shift

Armellini, A., Antunes, V. and Howe, R. (2021) Beliefs and engagement in an institution-wide pedagogic shift. Teaching in Higher Education. , pp. 1-21. 1356-2517.

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Item Type:	Article
Abstract:	This study addresses the attitudes of academic staff towards a large-scale pedagogic shift to Active Blended Learning (ABL). Beliefs about the shift and how it is translated into practice are explored. Four main categories are derived: ‘Active Innovators’ who believe change is positive and apply it to their academic practice; ‘Lagging Innovators’ who hold positive beliefs but fail to fully implement it; ‘Sceptical but obliging’ who hold negative beliefs but whose practices are consistent with the new approach; and ‘Sceptical and resistant’ who hold negative beliefs about ABL and actively resist implementing it in their practice. This article suggests that institutions aiming to promote large-scale sustainable change, may approach the process through two routes: (1) a pragmatic route, focused on promoting change in practice (i.e. practice generates subsequent changes to beliefs); and (2) an epistemic route, aimed at promoting changes to beliefs (i.e. beliefs change first, practices follow).
Uncontrolled Keywords:	Active blended learning, institutional change, beliefs, teaching practices, digital transformation, Education
Creators:	Armellini, Ale, Antunes, Virginia and Howe, Rob
Date:	17 January 2021
Date Type:	Acceptance
Page Range:	pp. 1-21
Journal or Publication Title:	Teaching in Higher Education
Number of Pages:	21
Language:	English
DOI:	https://doi.org/10.1080/13562517.2021.1881773
ISSN:	1356-2517
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	https://pure.northampton.ac.uk/en/public...
URI:	http://nectar.northampton.ac.uk/id/eprint/14399

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