NTLT 2012 - Innovating with industry: A case study of bringing industry and ITP expertise together to enhance student learning

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  • 1. Innovating with industry: A casestudy of bringing industry and ITP expertise together to enhance student learning Selena Chan PhD With Alex Greasley and Margaret Leonard PhD National Tertiary Learning and Teaching Conference 2012
  • 2. Overview• Background and rationale• Process• Initial literature review• Industry expectations• Staff expectations• Students• Model
  • 3. Background and Rationale
  • 4. Evaluative Process• Increase research / technology transfer• Find out how to best engage industry and staff• Pre-printer and post-use focus groups
  • 5. Initial literature review recommendationsproject planning stage• Decide on project goals for SME, ITP and for joint SME/ITP interaction i.e. develop and maintain project strategic plans.• Ensure similar and disparate goals from each organisation are clear and understood by both parties.• Ensure that there is whole organisation support from each SME and ITP as to the project goals.conducting the project• Set up realistic timelines for meeting goals and include a collaborative process for monitoring i.e. set up and maintain a project plan.• Archive project artefacts/evidence as project progresses for purposes of evaluation and dissemination i.e. maintain a knowledge repository.applying the knowledge• Convene community of practice between all the SMEs and CPIT to share learning as the project progresses.• Disseminate important findings/results/products as they eventuate to reward project teams and share success.• Share results of evaluations to inform best practice as project progresses.evaluation.• Evaluate projects at the beginning, mid, end and impact stages.• Use evaluations as formative process to improve interconnectivity and trust building between SMEs and ITP
  • 6. Action• Central repository for project goals from SMEs, ITP and joint SME/ITP.• Monitor for project goals to meet agreed timelines.• Central knowledge repository as project progresses.• Convene community of practice regularly to share progress, learning from each project and become a platform for collaborative active learning.• Central database for dissemination and sharing of results from the various projects.• Monitor evaluative process and be a conduit for findings from pre, mid, end and impact stages of the evaluative process.
  • 7. Industry expectationsPre- printer arrival• Current access to printer• Commercial imperatives• Fast turn-around• Training needs
  • 8. Staff expectationsPre- printer arrival• Student centredness• Possibilities• Limited external stakeholder contact• Limited awareness of what happens outside of own school• Lacked information on process to access printer
  • 9. Students, Students wherefore art thou?• Both stake-holders and tutors are student- centred but not learner / learning-centred or collaborative research-centred• Involving students/staff/stakeholders in - Capstone projects - Internships
  • 10. Models• Students as the fulcrum• Triple Helix model• Balancing needs of stakeholders, staff, institution, students and government with results
  • 11. Thank YouContact:-Selena ChanChristchurch Polytechnic Institute ofTechnologySelena.Chan@cpit.ac.nzBlogging at http://mportfolios.blogspot.comMargaret Leonard – Research and Knowledge Transfer managerMargaret.Leonard@cpit.ac.nzAlex Greasley – Engineering tutorAlex.Greasley@cpit.ac.nz