The CHAMELEON approach to change: adapting to new educational conditions

Authors

DOI:

https://doi.org/10.47408/jldhe.vi22.836

Keywords:

change management, Communities of Practice, Covid-19, faculty support, Sino-foreign university

Author Biographies

Laura Davies, Duke Kunshan University, China

Laura J. Davies is the Assistant Director of EAP, and lecturer of English language at Duke Kunshan University. She holds an MA in TESOL with Applied Linguistics and a DELTA, specializing in higher education English language teaching management. She is also a Senior Fellow of the Higher Education Academy (SFHEA). Her current research focuses on intercultural engagement, student identity, and course design.

Joseph Davies, Duke Kunshan University

Joseph A. Davies is lecturer of English language at Duke Kunshan University. He holds an MA in TESOL with Applied Linguistics, a DELTA and Senior Fellowship of the Higher Education Academy (SFHEA). His current research focuses on feedback literacy and EAP pedagogy within Sino-foreign higher education contexts.

References

Davies, J. A., Davies, L. J., Conlon, B. M., Emmerson, J., Hainsworth, H. and McDonough, H. G. (2020) ‘Responding to COVID-19 in EAP contexts: a comparison of courses at four Sino-foreign universities’, International Journal of TESOL Studies, 2(2), pp.32-51. https://doi.org/10.46451/ijts.2020.09.04.

Davies, L. J., Chiocca, E. S., Hiller, K. E., Campbell, M. and Naghib, S. (2020) ‘Transformative learning in times of global crisis: reflections on collaborative working practice’, CEA Critic, 82(3), pp.218-226. https://doi.org/10.1353/cea.2020.0036.

Hodges, C., Moore, S., Lockee, B., Trust, T. and Bond, A, (2020) The difference between emergency remote and online learning, 27 March. Available at: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (Accessed: 1 June 2021).

Pundyke, O. S. (2020) ‘Change management in higher education: an introductory literature review’, Perspectives: Policy and Practice in Higher Education, 24(4), pp.115-120. https://doi.org/10.1080/13603108.2020.1809545.

Shah, M. (2012) ‘The importance and benefits of teacher collegiality in schools: a literature review’, Procedia-Social and Behavioral Sciences, 46, pp.1242-46. https://www.sciencedirect.com/science/article/pii/S1877042812014115 (Accessed: 25 October 2021).

Wenger, E. (1998) Communities of practice: learning, meaning and identity. New York:

Cambridge University Press.

Wenger, E. (2010) ‘Communities of practice and social learning systems: the career of a concept’, in Blackmore, C. (ed.) Social learning systems and communities of practice. Berlin: Springer Verlag and the Open University, pp.179-198.

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Published

27-10-2021

How to Cite

Davies, L. . and Davies, J. (2021) “The CHAMELEON approach to change: adapting to new educational conditions”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.836.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Supporting institutional change

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