Abstract
This chapter explores expertise in relation to university staff, students, institutional policy, and practice. A number of approaches position expertise as individual knowledge. However, institutions are leveraging expertise cross-departmentally to facilitate effective institutional decision-making, policy, and practice. Utilizing institutional expertise, departments aim to inform institutional vision and mission by shaping teams, departments, and institution-level policies and practice. Drawing on assemblage theory (Bacevic, Globalisation, Societies and Education, 17(1), 78–91, 2018), this chapter explores expertise for two universities: Stanford’s Institutional Research and Decision Support (Stanford IR&DS) and the University College London Arena Centre for Research Based Education (UCL Arena). The author highlights how institutions utilize expertise to shape policy, planning, and practice for teaching, learning, and research. The chapter concludes with some lessons learned from the cases and presents some implications for future research and practice.
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Spire, Z. (2021). An Assemblage of Knowledge: Novices, Experts, and Expertise in Universities. In: Germain, ML., Grenier, R.S. (eds) Expertise at Work. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64371-3_7
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DOI: https://doi.org/10.1007/978-3-030-64371-3_7
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