Pedagogic Leadership in Higher Education Using Participatory Action Research Strategies - Illustrative Cases from Three Pedagogical Development Contexts

Abstract

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.