Abstract
This paper provides a commentary on a significant collaborative international project to set up an effective system for promoting innovation in the Australian higher education sector. This project was the pilot Transforming Practice Programme (TPP), which was run in Australia in 2014. A sophisticated knowledge translation methodology, the TPP was influenced by the UK’s Higher Education Academy’s (HEA’s) thematic change programmes and focused on enhancing the reward and recognition of quality teaching in Australian higher education. The paper explains the intentions of the TPP and how it was run in conjunction with the HEA in both Australia and the UK. Thirteen Australian universities took part in the pilot, and nine UK universities took part in the UK version of the programme. Having detailed the content and process of the pilot TPP, this article also presents details of feedback received via surveys and interviews with participants, and closes with some evidence-informed conclusions on what worked in the pilot and why. Alongside these conclusions, recommendations are outlined regarding what people in other higher education sectors might learn from the pilot TPP.
| Original language | English |
|---|---|
| Pages (from-to) | 1-11 |
| Number of pages | 11 |
| Journal | Journal of Further and Higher Education |
| DOIs | |
| Publication status | Published - 5 Aug 2017 |
| Externally published | Yes |
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Developing a collaborative pilot programme to promote innovation in higher education focusing on the reward and recognition of teaching. / Crookes, Patrick A.; Outram, Steve; Else, Fabienne C.
In: Journal of Further and Higher Education, 05.08.2017, p. 1-11.Research output: Contribution to journal › Article
TY - JOUR
T1 - Developing a collaborative pilot programme to promote innovation in higher education focusing on the reward and recognition of teaching
AU - Crookes, Patrick A.
AU - Outram, Steve
AU - Else, Fabienne C.
PY - 2017/8/5
Y1 - 2017/8/5
N2 - This paper provides a commentary on a significant collaborative international project to set up an effective system for promoting innovation in the Australian higher education sector. This project was the pilot Transforming Practice Programme (TPP), which was run in Australia in 2014. A sophisticated knowledge translation methodology, the TPP was influenced by the UK’s Higher Education Academy’s (HEA’s) thematic change programmes and focused on enhancing the reward and recognition of quality teaching in Australian higher education. The paper explains the intentions of the TPP and how it was run in conjunction with the HEA in both Australia and the UK. Thirteen Australian universities took part in the pilot, and nine UK universities took part in the UK version of the programme. Having detailed the content and process of the pilot TPP, this article also presents details of feedback received via surveys and interviews with participants, and closes with some evidence-informed conclusions on what worked in the pilot and why. Alongside these conclusions, recommendations are outlined regarding what people in other higher education sectors might learn from the pilot TPP.
AB - This paper provides a commentary on a significant collaborative international project to set up an effective system for promoting innovation in the Australian higher education sector. This project was the pilot Transforming Practice Programme (TPP), which was run in Australia in 2014. A sophisticated knowledge translation methodology, the TPP was influenced by the UK’s Higher Education Academy’s (HEA’s) thematic change programmes and focused on enhancing the reward and recognition of quality teaching in Australian higher education. The paper explains the intentions of the TPP and how it was run in conjunction with the HEA in both Australia and the UK. Thirteen Australian universities took part in the pilot, and nine UK universities took part in the UK version of the programme. Having detailed the content and process of the pilot TPP, this article also presents details of feedback received via surveys and interviews with participants, and closes with some evidence-informed conclusions on what worked in the pilot and why. Alongside these conclusions, recommendations are outlined regarding what people in other higher education sectors might learn from the pilot TPP.
KW - change
KW - Higher education
KW - policy
KW - reward
KW - scholarship of teaching and learning
KW - transformative
UR - http://www.scopus.com/inward/record.url?scp=85026913571&partnerID=8YFLogxK
U2 - 10.1080/0309877X.2017.1349890
DO - 10.1080/0309877X.2017.1349890
M3 - Article
SP - 1
EP - 11
JO - Journal of Further and Higher Education
JF - Journal of Further and Higher Education
SN - 0013-1326
ER -