ABSTRACT The aim of this study has been to explore and understand the implementation of PDP as an educational innovation in a single institutional context. Adopting a Sartrean ontology in which the subjective individual takes precedence over the systems within which that same individual exists, an interview process sought to understand the attitudes of educational members of staff to PDP and the ways in which those attitudes impacted on the innovation process. As an innovation based around the concepts of academic and professional identity, and the ability of a Community of Practice to shape and drive the implementation process, the key barrier to the implementation process proved to be a failure to account for difference at a fundamental level. This was not found to be just socio-political difference but a psychological incongruence between the notions underpinning the concept of PDP and the multitude of worlds through which those notions were to be promoted. In Sartrean terms by focusing on a systems model of change management significant power relationships between self and context had been lost, and yet these ultimately proved highly influential on the behaviours and consequences of the implementation process itself and the willingness of practitioners to engage with it.

中文翻译：

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实施教育创新：员工个人发展计划的观点

摘要本研究的目的是探索和理解PDP在单一机构环境中作为教育创新的实施。采用萨特本体论（Sartrean Ontology），在该本体论中，主观个体优先于该个体存在的系统，面试过程旨在了解员工教育成员对PDP的态度以及这些态度对创新过程的影响方式。作为一项基于学术和专业身份概念的创新，以及实践社区塑造和推动实施过程的能力，实施过程的主要障碍被证明是无法从根本上解决差异。人们发现这不仅是社会政治差异，而且是支持PDP概念的概念与促进这些概念的众多世界之间的心理不一致。用萨特（Sartrean）的话说，通过专注于变更管理的系统模型，自我和环境之间的重要权力关系已经丢失，但是最终这些事实对实施过程本身的行为和后果以及从业者参与其中的意愿产生了极大的影响。