Keynote Steve Outram Elluminate 12 Nov

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Keynote Steve Outram Elluminate 12 Nov

  1. 1.   M anaging change in FE/HE institutions Steve Outram
  2. 2. Outline <ul><li>Introduction </li></ul><ul><li>Pre-conditions for change </li></ul><ul><li>Putting dissemination first </li></ul><ul><li>Elements to work with </li></ul><ul><li>Conclusion </li></ul>
  3. 3. Pre-conditions for change <ul><li>the proposed changes must be seen as relevant to the group(s) affected </li></ul><ul><li>there must be sufficient confidence that the changes once established will result in major benefits for all the stakeholders </li></ul><ul><li>the character of the changes and their implications must be understood by all participants </li></ul><ul><li>the underlying values and justifications for the new situation must fit with those of the main participants </li></ul><ul><li>the change must be feasible in terms of the resources available (time, people, expertise, materials, space, equipment, set-up and on-going costs). </li></ul><ul><li>Gus Pennington, Guidelines for Promoting and Facilitating Change, May 2003 </li></ul>
  4. 4. Putting Dissemination First – the need for engagement – The Carrick Model <ul><li>Once adopters had become aware of it, engagement with a project </li></ul><ul><li>was often based on a number of adopter perceptions including: </li></ul><ul><li>i) the perceived relevance of the project ( without having to adopt all of the innovative elements), </li></ul><ul><li>ii) prior personal interest in the particular learning and teaching ideas, </li></ul><ul><li>iii) an appreciation of the scholarly aspect of the project based on their prior subject knowledge or knowledge of the expertise of the developer, </li></ul><ul><li>iv) perceptions that the project would improve learning including offering different and valuable ways of teaching compared with those typically used, </li></ul><ul><li>v) perceptions that the project would solve learning and teaching problems such as high failure rates, </li></ul><ul><li>vi perceptions that the project would provide valuable resources not otherwise available to the adopter. </li></ul>
  5. 5. Successful embedding <ul><li>Strong proactive leadership </li></ul><ul><li>Effective support and advice including staff development </li></ul><ul><li>There is a climate of readiness for change </li></ul><ul><li>Recognition and reward for innovators </li></ul><ul><li>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 </li></ul>
  6. 6. ..and ‘brokerage’ <ul><li>Skills </li></ul><ul><ul><li>the ability to bring people together and facilitate their interaction; </li></ul></ul><ul><ul><li>the ability to find research-based and other evidence to shape decisions; </li></ul></ul><ul><ul><li>the ability to assess evidence, interpret it, and adapt it to circumstances </li></ul></ul>
  7. 7. Brokerage tasks <ul><li>bringing people together to exchange information and work together; </li></ul><ul><li>helping groups communicate and understand each other’s needs and abilities; </li></ul><ul><li>pushing for the use of research in planning and delivering [practice]; </li></ul><ul><li>monitoring and evaluating practices, to identify successes or needed changes; </li></ul><ul><li>transforming management issues into research questions; </li></ul><ul><li>synthesizing and summarizing research and decision-maker priorities; and </li></ul><ul><li>‘ navigating’ or guiding through sources of research. </li></ul>
  8. 8. How do you change a whole university’s teaching and learning? G.Gibbs <ul><li>Develop individual teachers practice </li></ul><ul><li>Develop teacher thinking </li></ul><ul><li>Develop teacher motivation </li></ul><ul><li>Develop Communities of practice </li></ul><ul><li>Identify successful emergent change and spread good practice </li></ul><ul><li>Develop learning environments </li></ul><ul><li>Develop learning resources </li></ul><ul><li>Develop students </li></ul><ul><li>Develop quality assurance </li></ul><ul><li>Undertake evaluation </li></ul><ul><li>Develop leadership of teaching </li></ul><ul><li>Co-ordinated institutional strategy </li></ul><ul><li>Influence external environment </li></ul><ul><li>(Gibbs, 2009) </li></ul>
  9. 9. Conclusions
  10. 10. References <ul><li>Gus Pennington, Guidelines for Promoting and Facilitating Change, May 2003 </li></ul><ul><li>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 </li></ul><ul><li>See http://www.altc.edu.au/carrick/webdav/users/siteadmin/public/dissemination_disseminationadoptionandadaptation_report_2005.pdf </li></ul><ul><li>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 </li></ul><ul><li>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. </li></ul>
  11. 11. <ul><li>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 </li></ul>

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