View in EDS

Brokering Boundary Crossings through the SoTL Landscape of Practice

Saved in:
Bibliographic Details
Title: Brokering Boundary Crossings through the SoTL Landscape of Practice
Language: English
Authors: Kensington-Miller, Barbara (ORCID 0000-0002-9231-4052), Webb, Andrea S. (ORCID 0000-0003-3963-5057), Gansemer-Topf, Ann M. (ORCID 0000-0003-1074-1534), Lewis, Heather (ORCID 0000-0002-4336-1194), Luu, Julie, Maheux-Pelletier, Geneviève (ORCID 0000-0002-9550-6930), Hofmann, Analise K. (ORCID 0000-0001-7252-2885)
Source: Teaching & Learning Inquiry. 2021 9(1):365-380.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Educational Research, Instruction, Learning, Educational Researchers, Experience, Interprofessional Relationship, Interdisciplinary Approach, Cooperation
Geographic Terms: Canada, United States, New Zealand, Australia
ISSN: 2167-4779
Abstract: This study examines the lived experiences of seven internationally diverse scholars from Canada, the United States, New Zealand, and Australia to answer the question: how do we make meaning of our collective boundary crossing experiences across disciplines and positions within SoTL? Our positions range from graduate student, faculty, and academic developers, to department chair and centre director. We conducted a phenomenological study, based on narratives of experience, and drew on Wenger-Trayner and Wenger-Trayner's (2015) theoretical framework that explores the features of a landscape of practice. Guided by this framework, we analyze our boundary crossings and brokering across the "diverse, political and flat" features of the SoTL landscape. Our collective findings highlight the critical role brokers play in facilitating boundary crossings. Brokering is precarious, bringing people together, building trusting relationships, and developing legitimacy while negotiating deadlocks, bureaucracy, authorities, and a multitude of challenges. Brokers, we found, require strength and resilience to mobilise, influence, and drive change in the landscape to transform existing practices or create new ones. We suggest that our analytical process can be used as a tool of analysis for future research about how brokers influence the SoTL landscape of practice and how brokering enhances SoTL development, support, and leadership.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1293484
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1293484
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1293484
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Brokering Boundary Crossings through the SoTL Landscape of Practice
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kensington-Miller%2C+Barbara%22">Kensington-Miller, Barbara</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9231-4052">0000-0002-9231-4052</externalLink>)<br /><searchLink fieldCode="AR" term="%22Webb%2C+Andrea+S%2E%22">Webb, Andrea S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3963-5057">0000-0003-3963-5057</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gansemer-Topf%2C+Ann+M%2E%22">Gansemer-Topf, Ann M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1074-1534">0000-0003-1074-1534</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lewis%2C+Heather%22">Lewis, Heather</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4336-1194">0000-0002-4336-1194</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luu%2C+Julie%22">Luu, Julie</searchLink><br /><searchLink fieldCode="AR" term="%22Maheux-Pelletier%2C+Geneviève%22">Maheux-Pelletier, Geneviève</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9550-6930">0000-0002-9550-6930</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hofmann%2C+Analise+K%2E%22">Hofmann, Analise K.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7252-2885">0000-0001-7252-2885</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teaching+%26+Learning+Inquiry%22"><i>Teaching & Learning Inquiry</i></searchLink>. 2021 9(1):365-380.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Researchers%22">Educational Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2167-4779
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the lived experiences of seven internationally diverse scholars from Canada, the United States, New Zealand, and Australia to answer the question: how do we make meaning of our collective boundary crossing experiences across disciplines and positions within SoTL? Our positions range from graduate student, faculty, and academic developers, to department chair and centre director. We conducted a phenomenological study, based on narratives of experience, and drew on Wenger-Trayner and Wenger-Trayner's (2015) theoretical framework that explores the features of a landscape of practice. Guided by this framework, we analyze our boundary crossings and brokering across the "diverse, political and flat" features of the SoTL landscape. Our collective findings highlight the critical role brokers play in facilitating boundary crossings. Brokering is precarious, bringing people together, building trusting relationships, and developing legitimacy while negotiating deadlocks, bureaucracy, authorities, and a multitude of challenges. Brokers, we found, require strength and resilience to mobilise, influence, and drive change in the landscape to transform existing practices or create new ones. We suggest that our analytical process can be used as a tool of analysis for future research about how brokers influence the SoTL landscape of practice and how brokering enhances SoTL development, support, and leadership.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1293484
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1293484
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 365
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Educational Researchers
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Interprofessional Relationship
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Canada
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: New Zealand
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Brokering Boundary Crossings through the SoTL Landscape of Practice
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kensington-Miller, Barbara
      – PersonEntity:
          Name:
            NameFull: Webb, Andrea S.
      – PersonEntity:
          Name:
            NameFull: Gansemer-Topf, Ann M.
      – PersonEntity:
          Name:
            NameFull: Lewis, Heather
      – PersonEntity:
          Name:
            NameFull: Luu, Julie
      – PersonEntity:
          Name:
            NameFull: Maheux-Pelletier, Geneviève
      – PersonEntity:
          Name:
            NameFull: Hofmann, Analise K.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 2167-4779
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Teaching & Learning Inquiry
              Type: main
ResultId 1