Abstract
This paper raises questions concerning pretexts available to educational developers in justifying their activities. Positivist epistemology is seen as a dominant characteristic of the higher education development discourse, leading to an associated valuing of the practical, empirical and instrumental. An alternative conception of development activities from the stand point of interpretive understanding is then outlined, together with some problems which may be raised with respect to this approach. Finally, critical theory is discussed as providing an epistemological position which avoids some of the problems of the other frameworks, but which carries problems of its own. For each framework, some consequences of the particular approach for higher education developers and their common tasks and activities are outlined. Generally, a shift of emphasis from the practical and instrumental to the reflective and value-orientated is espoused.
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Based on a paper presented to the joint PRAHE/HERDSA (NZ) conference, CIT Wellington, 1990.
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Webb, G. On pretexts for higher education development activities. High Educ 24, 351–361 (1992). https://doi.org/10.1007/BF00128451
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DOI: https://doi.org/10.1007/BF00128451