This sociocultural framework is used to enable an examination of how teaching practice at the micro-level of the individual is influenced by the sociocultural context at the meso-level of the department and the structural context of the institution at macro-level. Interview data and contextual data concerning the HE educational setting spanning a 12-year period are analysed within a Cultural-Historical Activity Theory (CHAT) framework (Engeström 1987, 2001). The contextual conditions examined include disciplinary and departmental cultures and institutional policy and strategy (Mathieson 2011 Zhu and Engels 2014 Fanghanel 2007). Specifically, it investigates the sociocultural and structural context within which the teachers act in an effort to understand previously identified differences in conceptions of teaching and learning. 2016), the present study examines the working environments of higher education (HE) teachers on an online Master of Science in Pharmacy (MSc Pharm) programme. 2014).īuilding on earlier research by the authors (Englund et al. However, research also shows that the context within which academics work has considerable influence upon practice (Van Schalkwyk et al. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.Īcademic development activities frequently focus upon the individual development of academics (Kirkwood and Price 2006). The findings have significance for academic development strategies. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. However, research also shows that the academics’ context has considerable influence upon their practices.

Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education.

Socio cultural contexts