Pedagogic Leadership in Higher Education Using Participatory Action Research Strategies - Illustrative Cases from Three Pedagogical Development ContextsSofia Vikstrom1, Carina Bostrom1 and Annsofi Johannsen2*
- *Corresponding Author:
- Annsofi Johannsen
Associate Professor, Department of Dental Medicine
Division of Periodontology and Dental Hygiene Programme
Karolinska Institutet, Huddinge, Sweden
E-mail: [email protected]
Received date: June 29, 2016; Accepted date: July 22, 2016; Published date: July 29, 2016
Citation: Vikstrom S, Bostrom C, Johannsen A (2016) Pedagogic Leadership in Higher Education Using Participatory Action Research Strategies - Illustrative Cases from Three Pedagogical Development Contexts. Dentistry 6:388. doi: 10.4172/2161-1122.1000388
Copyright: © 2016 Vikstrom S et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Introduction: In higher education there is a constant need for developments that are sustainable and enhanced quality. The academic leader plays a significant role in that work, which ultimately aims to result in beneficial outcomes for the students. This paper describes how participatory action research as a democratic and inclusive method, can facilitate the academic’s participation in their own, as well as in academic programmes’ quality enhancement.
Objectives: The aim was to illustrate and describe how academic leaders can engage teachers in pedagogical developmental work, such as curriculum development, pedagogic profiles, pedagogical reviews, by using a participatory action research perspective.
Methods: A multiple case study enables the researcher to explore differences within and between cases. In this study, three cases have used a Participatory Action Research model as theoretical frame, to illustrate their quality improvement processes. Results: All three interventions illustrate improvement processes developed and tested by academic leaders in a university setting, having in common that the teachers involved reflected on the task from their own perspectives.
Conclusion: Our work indicates that these educational approaches have a potential to be of guidance in developing future educational activities, since they spur reflection and participation.