In this paper, the authors describe the implementation process of a teaching portfolio at a Belgian university. The case is intriguing because it departs substantially from what others have described as the typical antagonistic way in which academic developers interact with formal leaders.
Rather than being caught in an edgy game of compliance and resistance, the actors present themselves as partners in a collaborative process throughout three consecutive phases. To interpret this process, reference is made to a collaborative framework from a social psychology perspective that
could help avoid compliance and resistance.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
UNESCO Chair for University Teaching and Learning, Université catholique de Louvain, Louvain-la-Neuve, Belgium 2:
Centre for Educational Development, Katholieke Universiteit Leuven, Leuven, Belgium