The difficulties of defining development: a case study

Stefani, L. and Matthew, B. (2002) The difficulties of defining development: a case study. International Journal for Academic Development, 7(1), pp. 41-49. (doi: 10.1080/13601440210156466)

Abstract

In the current climate of change and expansion within higher education in the UK, there are various drivers for change in the way the curriculum is designed and delivered. In the recent past, within the UK, the QAA has presented a Code of Practice with respect to HE provision for students with disabilities and changes in the legislation relating to access to higher education for students with disabilities. These developments have prompted funding councils to resource major projects relating to accessibility. Such is the complexity of terms such as 'curriculum', 'accessibility' and 'disability', that these funded projects require a multidisciplinary approach. However, questions arise as to whether the key players in these multidisciplinary projects actually fully understand each other and have a shared understanding of the terms of reference. This case study highlights some of the difficulties experienced within a multidisciplinary team that did not ensure a shared conception of the complexities of the change management project in which it was engaged. What comesto the foreground isthe problematic concept of academic development and how it is understood outside of its own community.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Matthew, Prof Robert
• Authors: Stefani, L., and Matthew, B.
• College/School: College of Social Sciences > School of Education
• Journal Name: International Journal for Academic Development
• Publisher: Taylor and Francis
• ISSN: 1360-144X
• ISSN (Online): 1470-1324