The demands on lecturers in higher education to select, structure, and contextualise relevant and up-to-date resources for their students have increased; behaviour that is often referred to as curation. Currently, systematic insight into lecturers’ curational behaviour is limited. This scoping literature review provides an overview of the existing body of knowledge regarding lecturers’ curational behaviour. Twenty-four articles were selected and analysed, using the framework of Ajzen's Theory of Planned Behaviour). Findings show that although studies can be linked to elements of the TPB, current research does not approach curational behaviour as an interconnected process of behaviour and its intentions. Additionally, current research mainly focusses on selection of resources; other elements of curation such as structuring resources and providing context are overlooked. More knowledge of lecturers’ curational behaviour could lead to better understanding of how lecturers’ curation could be supported, which could improve the quality of higher education.
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Lecturers in higher education who design courses, should consider, among other things, the use of educational resources (Van den Akker, 2004). They have an abundance of resources at their disposal and it is important they select, structure and present those resources in ways that benefit their students (Littlejohn, 2011). It is often recognized that this task of selecting, structuring and presenting resources is remarkably similar to the task of curators in museums. Today, the notion of curation is also used more widely to describe a complex set of activities that center around dealing with large quantities of information (Snyder, 2015). In education, lecturers are increasingly regarded as curators (e.g. Anderson, 2015; Siemens, 2007). However, little is known about lecturers’ curational behaviour (Wolff & Mulholland, 2013). A literature review shows that previous research has mainly looked at criteria lecturers apply when selecting resources, and at obstacles they experience (Leighton & Griffioen, 2019). Curation though consists of more than mere selection (Bhaskar, 2016), and behaviour is influenced by other elements than (perceived) obstacles (Ajzen, 1991). The proposed paper will present a research design for a PhD study in which 25 lecturers in a Dutch university of applied sciences will be interviewed about their curational behaviour. The participants experience in designing a course will be the starting point for the interviews and interview questions will be based on the Theory of Planned Behaviour questionnaire (Ajzen, 2019). With this proposed paper, the authors aim to invite questions, feedback and discussion on the research design.
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What lecturers do and think are a prerequisite for educational change. It is therefore important to gain insight into factors that influence their involvement in educational reform. This study considers the effect of leadership and managerial constructs on lecturers’ commitment to the newly implemented honours programmes in a Dutch University of Applied Sciences, by combining two models: (a) the Excellence Acceptance Model and (b) the Organisational Influence Model. This combination connects two important change factors of content and context included in a combined quantitative measurement framework. A full structural equation analysis on lecturers’ questionnaire data (N = 406) results in insight into the direct influence of executive managers’ leadership style on lecturers’ commitment in a situation of educational change. Especially, visionary leadership and the perceived discussion culture on excellence are of large influence on lecturers’ behaviour towards honours programmes. Based on these findings, directions for future research are suggested.
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