Teachers' Voices in the Context of Higher Education Reforms in Armenia

Authors


Susanna Karakhanyan, National Center for Professional Education Quality Assurance, 22 Orbeli Street, 9th floor, Yerevan, 0028, Armenia, s.karakhanyan@gmail.com

Klaas van Veen, ICLON Graduate School of Teaching, Leiden University, PO Box 905, 2300 AX Leiden, The Netherlands, kveen@iclon.leidenuniv.nl

Th.C.M. (Theo) Bergen, Radboud Universiteit Nijmegen, Instituut voor Leraar en School, Erasmusgebouw 20.23, Erasmusplein 1, 6525 HT Nijmegen, The Netherlands, t.bergen@ils.ru.nl

Abstract

In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian higher education teachers showed that they mainly felt distrust towards reforms and that the implementation initiatives caused dissatisfaction, frustration and therefore distortion. At a deeper level, the teachers mostly felt excluded from the reform process and that their role was depreciated. One striking feature was the predominant causal attribution of teachers to external, unstable and uncontrollable factors which question the success of the reforms.

Ancillary