Keynote Steve Outram Elluminate 12 Nov

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  • 1.   M anaging change in FE/HE institutions Steve Outram
  • 2. Outline
    • Introduction
    • Pre-conditions for change
    • Putting dissemination first
    • Elements to work with
    • Conclusion
  • 3. Pre-conditions for change
    • the proposed changes must be seen as relevant to the group(s) affected
    • there must be sufficient confidence that the changes once established will result in major benefits for all the stakeholders
    • the character of the changes and their implications must be understood by all participants
    • the underlying values and justifications for the new situation must fit with those of the main participants
    • the change must be feasible in terms of the resources available (time, people, expertise, materials, space, equipment, set-up and on-going costs).
    • Gus Pennington, Guidelines for Promoting and Facilitating Change, May 2003
  • 4. Putting Dissemination First – the need for engagement – The Carrick Model
    • Once adopters had become aware of it, engagement with a project
    • was often based on a number of adopter perceptions including:
    • i) the perceived relevance of the project ( without having to adopt all of the innovative elements),
    • ii) prior personal interest in the particular learning and teaching ideas,
    • iii) an appreciation of the scholarly aspect of the project based on their prior subject knowledge or knowledge of the expertise of the developer,
    • iv) perceptions that the project would improve learning including offering different and valuable ways of teaching compared with those typically used,
    • v) perceptions that the project would solve learning and teaching problems such as high failure rates,
    • vi perceptions that the project would provide valuable resources not otherwise available to the adopter.
  • 5. Successful embedding
    • Strong proactive leadership
    • Effective support and advice including staff development
    • There is a climate of readiness for change
    • Recognition and reward for innovators
    • Comprehensive systems in institutions and funding bodies including reporting systems, planning systems and quality assurance. Above all, these include a funding design that encourages and supports risk-taking, change, and dissemination
  • 6. ..and ‘brokerage’
    • Skills
      • the ability to bring people together and facilitate their interaction;
      • the ability to find research-based and other evidence to shape decisions;
      • the ability to assess evidence, interpret it, and adapt it to circumstances
  • 7. Brokerage tasks
    • bringing people together to exchange information and work together;
    • helping groups communicate and understand each other’s needs and abilities;
    • pushing for the use of research in planning and delivering [practice];
    • monitoring and evaluating practices, to identify successes or needed changes;
    • transforming management issues into research questions;
    • synthesizing and summarizing research and decision-maker priorities; and
    • ‘ navigating’ or guiding through sources of research.
  • 8. How do you change a whole university’s teaching and learning? G.Gibbs
    • Develop individual teachers practice
    • Develop teacher thinking
    • Develop teacher motivation
    • Develop Communities of practice
    • Identify successful emergent change and spread good practice
    • Develop learning environments
    • Develop learning resources
    • Develop students
    • Develop quality assurance
    • Undertake evaluation
    • Develop leadership of teaching
    • Co-ordinated institutional strategy
    • Influence external environment
    • (Gibbs, 2009)
  • 9. Conclusions
  • 10. References
    • Gus Pennington, Guidelines for Promoting and Facilitating Change, May 2003
    • McKenzie,J, Alexander, S, Harper, C, Anderson,S (2005) Dissemination, Adoption and Adaptation of Project Innovations In Higher Education: A Report for the Carrick Institute for Learning and Teaching in Higher Education, University of Technology, Sydney
    • See http://www.altc.edu.au/carrick/webdav/users/siteadmin/public/dissemination_disseminationadoptionandadaptation_report_2005.pdf
    • The Theory and Practice of Knowledge Brokering in Canada’s Health System; A report based on a CHSRF national consultation and a literature review , December 2003
    • See http://www.chsrf.ca/brokering/pdf/Theory_and_Practice_e.pdf but also visit the Canadian Health Services Knowledge Exchange site at http://www.chsrf.ca/knowledge_transfer/index_e.php where there are a number of interesting resources and discussion.
  • 11.
    • Gibbs, G. (2009) Developing students as learners – varied phenomena, varied contexts and a development trajectory for the whole endeavour. Journal of Learning Development in Higher Education Issue 1