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This paper examines variation in change agents' experiences of an intended culture change, following their implementation of an organisation-wide initiative at a single university. The purpose of the initiative was to promote better understanding of a range of academic practice and academic conduct issues amongst students and staff, and generate an institution-wide culture change. The change agents were interviewed and resulting data analysed using the phenomenographic approach, from which four qualitatively different conceptions were developed. The results suggest that a full culture change has not occurred, but that instances of localised changes have taken place. Drawing on two theoretical models, it is argued that in initiatives of this type, greater account needs to be taken of the meso level – cultures and practices in departmental and programme contexts – and that such meso level considerations should be used to complement central planning approaches adopted by academic leaders who design such initiatives.

The missing meso: Variation in staff experiences of an academic practice initiative and lessons for educational change