Exploring dimensions of change: the case of MOOC conceptions

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift


This paper addresses a relatively new phenomenon in higher education, Massive Open Online Courses (MOOCs), and explores conceptions around this new and emerging development from the perspective of a number of stakeholders in the university. A phenomenographic approach is adopted. The study explores how different stakeholders at a university perceive the MOOC phenomenon, and reflects on how the many conceptions stakeholders adhere to are made meaningful for academic developers in their role as ‘partners in arms’. The conceptions run across a continuum from the local and narrow to the global and broad. The study identifies challenges to change agency in a higher education institution.


  • Cormac McGrath
  • Terese Stenfors-Hayes
  • Torgny Roxå
  • Klara Bolander Laksov
Enheter & grupper
Externa organisationer
  • Karolinska Institute
  • Stockholms universitet

Ämnesklassifikation (UKÄ) – OBLIGATORISK

  • Utbildningsvetenskap


Sidor (från-till)257-269
TidskriftInternational Journal for Academic Development
Utgåva nummer3
Tidigt onlinedatum2017 feb 21
StatusPublished - 2017 jul 3
Peer review utfördJa