Applying a Constructivist Framework to Strategic Change and Innovation in Research-Intensive Universities

By George Richard Lueddeke.

Published by The Organization Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Building on previous research, this paper examines how cultural orientations, discipline perspectives, individual motivation and leadership dimensions influence educational change and outcomes.

Keywords: Cultures in Academe, Discipline Perspectives, Motivation, Leadership Dimensions, Constructivism, Adaptive-Generative Development Model for Change, Strategy Formation and Development Model (SFDM), Application of SFDM in UK Research-led University

The International Journal of Knowledge, Culture and Change Management, Volume 6, Issue 7, pp.199-212. Article: Print (Spiral Bound). Article: Electronic (PDF File; 2.047MB).

Dr George Richard Lueddeke

Dr Lueddeke is Senior Lecturer in Medical Education at the University of Southampton, UK. In this role he coordinates the School of Medicine’s quality assurance and enhancement activities, interprofessional learning and promotes educational research and effective teaching practice in both academic and clinical contexts. The present paper is based on a partial secondment to the University during 2005/06 in order to help build capacity for evidence-based practice across the schools. Previously, he has held a variety of senior posts in educational and organisational development, management and teaching in both Canada and the UK. His main research interests are focused on higher education and encompass the management of change and innovation, the ‘professionalisation’ of pedagogical practice, the interplay between student learning and the scholarship of teaching, and institutional approaches for enhancing multi and interprofessional learning. Recent manuscripts and publications include: • Looking ‘back to the future’: Alumni perceptions of a UK undergraduate medical programme; • Curriculum matters: Building capacity for strategic change in higher education; • Bridging research and teaching in higher education: An examination of philosophical underpinnings and forces of convergence; and • Professionalising teaching practice in higher education: A study of disciplinary variation and teaching scholarship.

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