teaching at the level of a small department, Roberts (2006) notes many individual barriers to engagement which she summarises in terms of "belief", "comfort", "fear", "threat" and "demands". Engagement, then, is very much a personal, as well as structural, matter. The / JISC E-Learning Benchmarking and Pathfinder Programme (2008) was explicit in its endorsement of approaches aimed at "transforming people rather than technology innovation": "... a majority of the projects can be characterised as aimed at building relationships, rather than at technology development. Within institutions we can view the Pathfinders as situated within a long process of awareness raising and persuasion." For these reasons, engagement here is conceived as motivation - enthusiasm, interest and ongoing commitment - on the part of an academic teacher to explore the potential of technologies in their practice. This view of engagement suggests certain orientations to academic development which are centred on the academic teacher as an autonomous individual rather than as an actor to be domesticated within a system. In his study of different staff development orientations, Land (2001) summarised these kinds of person-oriented approach as: romantic (ecological humanist): concerned with personal development, growth and of individual academics within the organisation interpretive-hermeneutic: working towards new shared insights and practice through a dialectic approach of intelligent conversation reflective practitioner: fostering a culture of self- or mutually critical reflection on the part of colleagues in order to achieve continuous improvement Figure 1: A model of academic development (after Land, 2001) These orientations are primarily concerned with changing attitudes and individual practices rather than systems, and as such they seek the engagement and active, enthusiastic
teaching at the level of a small department, Roberts (2006) notes many individual barriers to engagement which she summarises in terms of "belief", "comfort", "fear", "threat" and "demands". Engagement, then, is very much a personal, as well as structural, matter. The / JISC E-Learning Benchmarking and Pathfinder Programme (2008) was explicit in its endorsement of approaches aimed at "transforming people rather than technology innovation": "... a majority of the projects can be characterised as aimed at building relationships, rather than at technology development. Within institutions we can view the Pathfinders as situated within a long process of awareness raising and persuasion." For these reasons, engagement here is conceived as motivation - enthusiasm, interest and ongoing commitment - on the part of an academic teacher to explore the potential of technologies in their practice. This view of engagement suggests certain orientations to academic development which are centred on the academic teacher as an autonomous individual rather than as an actor to be domesticated within a system. In his study of different staff development orientations, Land (2001) summarised these kinds of person-oriented approach as: romantic (ecological humanist): concerned with personal development, growth and of individual academics within the organisation interpretive-hermeneutic: working towards new shared insights and practice through a dialectic approach of intelligent conversation reflective practitioner: fostering a culture of self- or mutually critical reflection on the part of colleagues in order to achieve continuous improvement Figure 1: A model of academic development (after Land, 2001) These orientations are primarily concerned with changing attitudes and individual practices rather than systems, and as such they seek the engagement and active, enthusiastic