Teacher's voices in the context of higher education : reforms in Armenia

S. Karakhanyan, S.J. Veen, T.C.M. Bergen

    Research output: Contribution to journalArticleAcademicpeer-review

    6 Citations (Scopus)


    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.
    Original languageEnglish
    Pages (from-to)508-523
    Number of pages16
    JournalEuropean Journal of Education : research, development and policy
    Issue number4
    Publication statusPublished - 2011


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