ABSTRACT

This study explores the agency of academics and the structures that enable or impede agency in curriculum change. The study was conducted at a research university that experienced curriculum change in two waves: the first on a departmental level, and the second as a university-wide curriculum change. Interviews were conducted with the same academics after both waves. Thematic analysis generated six forms of agency. Progressive, oppositional, territorial, bridge-building, and accommodating agency appeared in both contexts. Powerless agency was identified in only the university-wide curriculum change. Individual, community, and institutional structures enabled or impeded agency. Instead of focusing on the micro or macro levels exclusively, this study highlights the interwovenness of structural-agentic processes, including the critical role of social cultures and relationships, and reveal how academic freedom is used in many ways as room for manoeuvring in curriculum changes.

摘要

本研究探讨了学者的能动性以及在课程变革中促进或阻碍能动性的结构。这项研究是在一所研究型大学进行的，该大学经历了两次课程变革：第一次是院系层面的课程变革，第二次是全校范围内的课程变革。两波浪潮之后，对相同的学者进行了采访。主题分析产生了六种代理形式。进步的、对立的、领地的、架桥的和包容的机构在这两种情况下都出现了。仅在全校范围内的课程改革中才发现无能为力的机构。个人、社区和机构结构促进或阻碍了能动性。这项研究并没有仅仅关注微观或宏观层面，而是强调了结构代理过程的交织性，