• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Dilemmas of educational innovation : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management at Massey University, Manawatu, New Zealand

    Icon
    View/Open Full Text
    01_front.pdf (216.9Kb)
    02_whole.pdf (7.719Mb)
    Export to EndNote
    Abstract
    Education is reported to be in crisis. The needs and demands of learners are continuously evolving due to rapid changes in the socio-cultural and technological landscape, whereas pedagogy is slow to change. Institutions have been admonished that they need to encourage creativity and innovation in educational practices. Yet prior research shows that realising innovative pedagogical solutions is not easy for teachers because it involves complex dilemmas. This research investigated the experiences of tertiary level pedagogical innovators to identify dilemmas they encountered during the innovation process and the strategies they used to resolve them. Interviews were conducted, either face-to-face or via Skype, with 30 research participants. The participants were all tertiary-level teachers who had led a team-based pedagogical innovation project and who had published about the innovation in peer-reviewed academic journals. In order to explore experiences of innovators, each interview was used to generate a cognitive map, and then the individual maps were combined into an aggregate map using Decision Explorer. The aggregate map was then explored and analysed to identify the dilemmas of innovators and the strategies used to resolve them. These findings were then reviewed, interpreted and discussed in the light of relevant literature. Overall, the findings of this study reaffirm that pedagogical innovators encounter a range of dilemmas while realizing their innovations and the effective management of these dilemmas enables them to progress toward their intended pedagogical goals. Effective management usually involved the “through—through” thinking advocated by Trompenaars. The main contributions of this research are: the application of cognitive mapping to identification of dilemmas; the identification of thirteen distinct dilemmas that can be managed by educational institutions and innovative educators; and articulation of alternative ways of reconciling dilemmas. The findings may assist educators with choosing an appropriate course of action when facing a dilemma during their innovations.
    Date
    2018
    Author
    Khan, Sajid
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/15201
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1