How to change and what to change? – Exploring university teachers’ conceptions of adaptive expertise in teaching

Abstract

ABSTRACT This paper aims to explore how faculty in business and related fields perceive adaptivity and their own adaptive expertise in a university based in Central Europe. We focused on the qualitatively different ways in which faculty members’ adaptive expertise can be conceptualised. Semi-structured interviews were conducted with 31 participants, the transcripts were analysed using phenomenography. As a result, qualitatively different conceptions of adaptive expertise emerged, namely (1) Openness, (2) Abilities and (3) Actions – Attention and Reflections. The hierarchical levels within each aspect are also discussed.