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Publications (10 of 13) Show all publications
Mahon, K. (2019). Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet. In: Ingrid Hennis-Loeb, Lill Langelotz, Karin Rönnerman (Ed.), Att Utveckla Utbildningspraktiker: Analys, förståelse och förändring genom teorin om praktikarkitekturer (pp. 27-43). Lund, Sweden: Studentlitteratur AB
Open this publication in new window or tab >>Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet
2019 (Swedish)In: Att Utveckla Utbildningspraktiker: Analys, förståelse och förändring genom teorin om praktikarkitekturer / [ed] Ingrid Hennis-Loeb, Lill Langelotz, Karin Rönnerman, Lund, Sweden: Studentlitteratur AB, 2019, p. 27-43Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund, Sweden: Studentlitteratur AB, 2019
Keywords
theory of practice architectures, teorin om praktikarkitekturer
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-21708 (URN)978-91-44-13212-9 (ISBN)
Note

Book chapter authors:

Lill Langelotz, Karin Rönnerman, Kathleen Mahon

Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2019-09-12Bibliographically approved
Langelotz, L., Rönnerman, K. & Mahon, K. (2019). Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet. (1ed.). In: Ingrid Henning Loeb, Lill Langelotz & Karin Rönnerman (Ed.), Att utveckla utbildningspraktiker: Analys, förståels och förändring genom teorin om praktikarkitekturer (pp. 27-43). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Praktikteorier i allmänhet och teorin om praktikarkitekturer i synnerhet.
2019 (Swedish)In: Att utveckla utbildningspraktiker: Analys, förståels och förändring genom teorin om praktikarkitekturer / [ed] Ingrid Henning Loeb, Lill Langelotz & Karin Rönnerman, Lund: Studentlitteratur AB, 2019, 1, p. 27-43Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
Keywords
praktikteori, teorin om praktikarkitekturer
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-21715 (URN)
Available from: 2019-09-10 Created: 2019-09-10 Last updated: 2019-09-17Bibliographically approved
Langelotz, L. & Mahon, K. (2018). Academic Leading with a Focus on Student Learning. In: : . Paper presented at Forskning om Högre Utbildning, Lund 2018.
Open this publication in new window or tab >>Academic Leading with a Focus on Student Learning
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Academic Leading with a Focus on Student Learning

Few people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work (e.g., digitalisation of work and learning, educational administration, changing faculty values[1]) and to changing societal expectations. Those in university leadership roles face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.

This paper explores one university’s efforts to enhance academic leading with a focus on student learning, and to understand the site-based arrangements and practices affecting the practices of leading. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for staff in management positions. The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations, notes) that were used to inform seminar discussions. This material was also analysed to form the basis of this paper. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’ and ‘ecologies of practices’[2]. According to the theory, practices are shaped by three kinds of overlapping arrangements: Cultural-discursive arrangements such as discourses and languages affect what is possible to say in and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material economic-arrangements – material, technological, financial, organisational, and other resources – affect what it is possible to do in practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relate to others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). These arrangements form the practice architectures of practices like leading, teaching, and learning. 

The analysis highlighted, from a cultural-discursive perspective, the need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. These are important for the emergence of shared understandings needed for growth in the area of student learning. From a material-economic perspective, analysis also pointed to the need for opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities, and for managers to engage in strategic development. This means looking closely at minimising activities and reorienting arrangements that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the analysis emphasised the need for building trusting, productive staff relations within and between departments, academies, and administration.

The paper invites discussion of the issues raised and consideration of how these issues resonate with educational environments in other universities and how they are being, or might be, addressed. It raises the question of how we can more effectively and sustainably support leading for student learning given the challenges and complexities of academic environments, by creating new practice architectures or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.

[1] Slaughter, S., and Leslie, L., L.  (1997). Academic Capitalism. Politics, Policies and the Entrepreneurial University. Baltimore, Maryland USA: John Hopkins University Press.

[2] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.

Keywords
academic leading, student learning, practice architectures
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15163 (URN)
Conference
Forskning om Högre Utbildning, Lund 2018
Available from: 2018-10-05 Created: 2018-10-05 Last updated: 2018-10-17Bibliographically approved
Mahon, K., Heikkinen, H. L. .. & Huttunen, R. (2018). Critical educational praxis in university ecosystems: Enablers and constraints.. Pedagogy, Culture & Society
Open this publication in new window or tab >>Critical educational praxis in university ecosystems: Enablers and constraints.
2018 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed) Published
Abstract [en]

Universities serve several important functions in society today through research, education, and community engagement, not least helping people to live meaningfully in society, and helping to create a world worth living in. A kind of practice that seems particularly important in fulfilling such responsibilities is critical educational praxis, a social-justice oriented, educational practice/praxis, with a focus on asking critical questions and creating conditions for positive change. Yet, the contemporary university is not exactly a niche for critical educational praxis. There are many practices and arrangements within higher education that make the enactment of critical educational praxis very challenging. This paper explores this concern by explicating the notion of critical educational praxis and examining enablers and constraints for critical educational praxis drawing on an empirical study conducted in one university setting. Our aim in doing so is to prompt consideration of the kind of university ecosystems currently being created, and the implications of this for academic communities and society. 

Keywords
praxis, higher education, critical educational praxis, university conditions, ecologies of practices
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15690 (URN)10.1080/14681366.2018.1522663 (DOI)2-s2.0-850539262252-s2.0-85053926225 (Scopus ID)
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2019-01-18Bibliographically approved
Langelotz, L. & Mahon, K. (2018). Leading for learning in higher education - challenges and possibilities. In: Professor Annette Woods AARE President (Ed.), AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018: Education Research Matters: Impact and Engagement. Paper presented at Australian Association for Research in Education (AARE) Conference 2018, Sydney, December 2-6, 2018.
Open this publication in new window or tab >>Leading for learning in higher education - challenges and possibilities
2018 (English)In: AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018: Education Research Matters: Impact and Engagement / [ed] Professor Annette Woods AARE President, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Leading for learning in higher education – challenges and possibilities

Lill Langelotz and Kathleen Mahon, University of Borås, Sweden

Few people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work and to changing societal expectations. University leaders face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.

This paper explores one Swedish university’s effort to enhance academic leading, and to understand the salient site-based arrangements and practices affecting leading for learning. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for all staff in management positions (including administration). The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations) that were used to inform seminar discussions. This material was also analysed as part of an ongoing practitioner inquiry aimed at understanding and addressing site-based challenges for academic leading. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’[1].

Initial results show a need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. They also point to the importance of opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities and strategic development, as well as the need for further interrogation of activities that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the results emphasise the need for building trusting, productive staff relations within and between departments, faculties, and administration teams.

The paper raises the question, on the basis of the analysis, of how we can more effectively and sustainably support leading for learning given the challenges and complexities of academic environments, by creating new practice architectures and/or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.

[1] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.

Keywords
leading practices in higher education, theory of practice architectures
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15599 (URN)
Conference
Australian Association for Research in Education (AARE) Conference 2018, Sydney, December 2-6, 2018
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-01-07Bibliographically approved
Mahon, K., Francisco, S. & Lloyd, A. (2018). Practice Architectures and Being Stirred into Academic Practices of a Research Group (1sted.). In: Christine Edwards-Groves, Peter Grootenboer, Jane Wilkinson (Ed.), Education in an era of schooling: Critical perspectives of Educational Practice and Action Research. A Festschrift for Stephen Kemmis (pp. 167-181). Singapore: Springer
Open this publication in new window or tab >>Practice Architectures and Being Stirred into Academic Practices of a Research Group
2018 (English)In: Education in an era of schooling: Critical perspectives of Educational Practice and Action Research. A Festschrift for Stephen Kemmis / [ed] Christine Edwards-Groves, Peter Grootenboer, Jane Wilkinson, Singapore: Springer, 2018, 1st, p. 167-181-Chapter in book (Refereed)
Abstract [en]

This chapter uses the theory of practice architectures to show how particular kinds of arrangements can make particular kinds of academic practices possible. It does this by exploring the authors’ experiences of being stirred in to practices of academia within a particular practice landscape as part of a research group, and the arrangements that enabled and constrained that stirring in. Employing an auto-ethnographic approach, the authors draw on their individual and collective experiences of research and collaboration with Stephen Kemmis and encounters with the theory of practice architectures. Individual narratives are analysed to identify key cultural-discursive, material-economic and social-political arrangements that prefigured our being stirred in, a process which has led to deep and long-lasting research collaborations and commitments that have strong and enduring local and international ties. In sharing our analysis and narratives, we provide a glimpse of how these collaborations and commitments, and the theory of practice architectures (itself a prefiguring arrangement of our practices) have influenced our research into practice in our respective fields. Our discussion offers insights not only into the kinds of practice architectures that make up a university landscape, but also how conditions of possibility can be created for academic practices that resist the de-professionalising effects of troubling university conditions.

Place, publisher, year, edition, pages
Singapore: Springer, 2018 Edition: 1st
Keywords
research groups, practice architectures, practice theory, research communities, academic practices
National Category
Educational Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15114 (URN)10.1007/978-981-13-2053-8_12 (DOI)978-981-13-2052-1 (ISBN)978-981-13-2053-8 (ISBN)
Available from: 2018-09-22 Created: 2018-09-22 Last updated: 2018-09-26Bibliographically approved
Mahon, K., Sjoelie, E., Kemmis, S., Langelotz, L., Boyle, T., Kauko, M. & Santos, D. (2018). Researching practice in higher education. In: Professor Annette Woods AARE President (Ed.), AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018: Education Research Matters: Impact and Engagement. Paper presented at Australian Association for Research in Education (AARE) Conference 2018, Sydney, December 2-6, 2018.
Open this publication in new window or tab >>Researching practice in higher education
Show others...
2018 (English)In: AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018: Education Research Matters: Impact and Engagement / [ed] Professor Annette Woods AARE President, 2018Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-15600 (URN)
Conference
Australian Association for Research in Education (AARE) Conference 2018, Sydney, December 2-6, 2018
Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-01-07Bibliographically approved
Langelotz, L. & Mahon, K. (2017). Academic leading - with a focus on student learning.
Open this publication in new window or tab >>Academic leading - with a focus on student learning
2017 (English)Report (Other (popular science, discussion, etc.))
Abstract [en]

This report provides a summary and analysis of activities and material generated in the seminar series ‘Academic leading – with a focus on student learning’ developed for staff in management positions at the University of Borås (UB), 2017. The aims of the report are (a) to draw attention to some areas of need and concern that arose during discussions in the seminars (reflected in participants’ written responses in seminar activities); and (b) to make recommendations for consideration of the University’s executive team related to identified concerns/areas of need.

Seminar discussions highlighted that there are currently many practices (including leading practices) and arrangements within the University that enhance, or support enhancement of, the learning environment. However, discussions also highlighted some constraining university arrangements and challenges faced in fulfilling leading/managing responsibilities that have implications for the learning environment. These include a range of issues from staff workloads to staffing issues and staff relations.  Such issues, it is argued in this report, warrant further discussion/investigation and potentially changes to practices and arrangements in order to sustain and create an environment more conducive to student learning and leading with a focus on student learning.  As well as offering some recommendations in this regard, the report also presents an evaluation of the seminars. 

Publisher
p. 18
Keywords
academic leading, student learning, practice architectures
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13083 (URN)
Available from: 2017-12-07 Created: 2017-12-07 Last updated: 2017-12-19Bibliographically approved
Kemmis, S. & Mahon, K. (2017). Coming to ‘Practice Architectures’: A Genealogy of the Theory. In: Kathleen Mahon, Susanne Francisco, Stephen Kemmis (Ed.), Exploring education and professional practice: Through the lens of practice architectures (pp. 219-238). Singapore: Springer
Open this publication in new window or tab >>Coming to ‘Practice Architectures’: A Genealogy of the Theory
2017 (English)In: Exploring education and professional practice: Through the lens of practice architectures / [ed] Kathleen Mahon, Susanne Francisco, Stephen Kemmis, Singapore: Springer, 2017, p. 219-238Chapter in book (Refereed)
Abstract [en]

This chapter provides an account, from the perspective of one of the authors of the theory of practice architectures, of how the theory came about and has evolved. The theory was first articulated as the ‘theory of practice architectures’ by Stephen Kemmis and Peter Grootenboer in 2008 in the book Enabling Praxis: Challenges for Education. However, it was many years in the making before 2008, and it has continued to be refined since then through Kemmis and Grootenboer’s engagement in research and conversation with other scholars. The narrative presented here provides insights into many of the theory’s key influences, explaining how and why some of its central assertions and ideas have emerged. Thus the chapter builds on explanations of the theory presented in this book and elsewhere.

Place, publisher, year, edition, pages
Singapore: Springer, 2017
Keywords
practice architectures
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13447 (URN)10.1007/978-981-10-2219-7_13 (DOI)978-981-10-2217-3 (ISBN)978-981-10-2219-7 (ISBN)
Available from: 2018-01-14 Created: 2018-01-14 Last updated: 2018-01-15Bibliographically approved
Mahon, K., Kemmis, S., Francisco, S. & Lloyd, A. (2017). Introduction: Practice Theory and the Theory of Practice Architectures. In: Kathleen Mahon, Susanne Francisco, Stephen Kemmis (Ed.), Exploring education and professional practice: Through the lens of practice architectures (pp. 1-30). Singapore: Springer
Open this publication in new window or tab >>Introduction: Practice Theory and the Theory of Practice Architectures
2017 (English)In: Exploring education and professional practice: Through the lens of practice architectures / [ed] Kathleen Mahon, Susanne Francisco, Stephen Kemmis, Singapore: Springer, 2017, p. 1-30Chapter in book (Refereed)
Abstract [en]

This chapter introduces the theory of practice architectures and locates it within the theoretical terrain of practice theory. It highlights what is distinctive about the theory as a practice theory, and discusses its affordances as a theoretical, analytical, and transformational resource for practitioners and researchers. We argue that, to create new possibilities for practice in our disciplines and professions, and/or to challenge unsustainable or untoward practices in education and professional practice more broadly, our current practices must be interrogated. The theory of practice architectures can inform such interrogative work. This chapter provides a foundation for the case chapters in this book which variously illustrate the kinds of insights yielded by exploring education and professional practice through the lens of practice architectures.

Place, publisher, year, edition, pages
Singapore: Springer, 2017
Keywords
practice theory, practice architectures, education, praxis, professional practice
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-13444 (URN)10.1007/978-981-10-2219-7_1 (DOI)978-981-10-2217-3 (ISBN)978-981-10-2219-7 (ISBN)
Available from: 2018-01-14 Created: 2018-01-14 Last updated: 2018-01-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8945-2235

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