This session looked at a range of staff development approaches that can be used to support academic staff through a large-scale curriculum change management project.

1. How do you solve
a problem like
Waterside?
Supporting learning design at scale
LDCIN, 24 Feb 2017

2. The context
http://www.northampton.ac.uk/about-us/governance-and-management/office-of-the-vice-chancellor/transforming-lives-inspiring-change/

3. Approx 350 programmes, over 2000 modules
1 learning and teaching approach
1 custom designed campus
“Many universities have created flexible spaces
which enable group work and the easy display and
sharing of students’ work. The University of
Northampton’s new Waterside Campus, built with
‘teaching spaces’ in place of lecture theatres, is
perhaps the most high-profile and furthest-
reaching example of this in the UK.”
(Rebooting Learning, p23)
The challenge

4. What is ‘active blended learning’?

5. The programme is taught through student-
centred activities that support the development
of subject knowledge and understanding,
independent learning and digital fluency.
Our face-to-face teaching is facilitated in a
practical and collaborative manner, clearly
linked to learning activity outside the
classroom. Opportunities are provided for
students to develop autonomy, Changemaker
attributes and employability skills.

6. A strategic approach to
leading change
Create a climate for change
Be clear on the origins and reasons for the change, and how it will be
supported
Engage and enable the organisation
Communicate the vision, enable action, motivate by showing progress
Implement and sustain the change
Consolidate and embed
(Popovic and Plank, 2016)

7. If this project was yours to
manage…
how would you do it?
‘Models of practice’ for academic development
strategic
‘grass roots’
(individual-focused)
faculty led
community
building
research
based

8. ‘Grass roots’
Examples
Learning Design and Learntech consultations
S.H.E.D.
Peer observation framework
Self-study resources (case studies, reading list etc)
Advantages and limitations
Personalised and popular with individuals, builds culture
Low impact and difficult to scale

9. Faculty led
Examples
Faculty development days
Faculty-specific versions of workshops
Representation at committees (e.g. FQSC)
Advantages and limitations
Discipline-specific (buy-in and ownership), can link faculties together
Often dependent on the relationship between the faculty and the central team

10. Strategic
Examples
Policy development
Academic induction
CAIeRO
Flexible and inclusive CPD via C@N-DO
Level 7 modules and PGCAP
Recognition (C@N-DO approach to Fellowships, STAR awards)
Advantages and limitations
Consistency, resource-efficient
Perception of ‘top down’ intervention can sideline local issues and threaten
autonomy

11. Community building
Examples
Learning and Teaching conference
Connecting staff by areas of interest
Advantages and limitations
Supports peer learning and development of teaching culture
May lack overarching strategy, or not reflect institutional priorities

12. Research-based
Examples
Funded pedagogic research projects (Institute of Learning and Teaching, VC’s
‘Innovation Fund’)
URB@N undergraduate research projects
Advantages and limitations
Combines faculty interest in teaching and research, raises the status of teaching
Moving from niche to normal - how to disseminate findings effectively?

13. Thanks for sharing!

14. References etc.
ABL definition: https://www.northampton.ac.uk/ilt/current-projects/waterside-
readiness/
Rebooting Learning report:
http://www.hepi.ac.uk/2017/02/02/rebooting-learning-digital-age-next-
technology-enhanced-higher-education/
Popovic, C. and Plank, K. M. (2016) Managing and leading change: Models and
practices. In Baume, D and Popovic, C. (eds.) Advancing Practice in Academic
Development. Abingdon and New York: Routledge, pp.207-224.