keynote steve outram elluminate 12 nov
DESCRIPTION
TRANSCRIPT
Managing change in FE/HE institutions
Steve Outram
Outline
• Introduction• Pre-conditions for change• Putting dissemination first• Elements to work with• Conclusion
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
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.
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
..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
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.
How do you change a whole university’s teaching and learning? G.Gibbs
1. Develop individual teachers practice
2. Develop teacher thinking
3. Develop teacher motivation
4. Develop Communities of practice
5. Identify successful emergent change and spread good practice
6. Develop learning environments
7. Develop learning resources
8. Develop students
9. Develop quality assurance
10. Undertake evaluation
11. Develop leadership of teaching
12. Co-ordinated institutional strategy
13. Influence external environment
(Gibbs, 2009)
Conclusions
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.
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