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.
N1 - Funding Information:
Funding for this project was provided by the Australian Government through the Office for Learning and Teaching, part of the Department of Education and Training, through their secondment programme from 2013 to 2015.
Funding Information:
for this project was provided by the Australian Government through the Office for Learning and Teaching, part of the Department of Education and Training, through their secondment programme from 2013 to 2015.
Funding Information:
After examining all of the EOIs and finding that they were consistent in high quality and institutional vision, all 13 Australian tertiary institutional teams that applied were accepted for involvement in the TPP pilot. This was greater than the 10 participants initially envisaged and presented an appropriate cross-section of the tertiary sector, including younger institutions as well as those from the established and research-intensive ‘Group of Eight’. These 13 institutions were: the Australian National University (ANU), Avondale College of Higher Education, Charles Sturt University, Curtin University, Macquarie University, Queensland University of Technology, RMIT University, Swinburne University of Technology, University of New England, University of South Australia, University of Western Sydney, Victoria University and the University of Wollongong. After these teams had been selected, invitations to the professional networking ‘Yammer’page were sent out to all of the participating team members.
Funding Information:
The process of change in higher education institutions is fraught with risk and resistance, and this is especially so when the aim of such change is creating or enhancing reward or recognition pathways for teaching and learning, an area which has long been subject to debate (Boshier 2009; Chalmers 2011; Gunn and Fisk 2013; Vardi and Quin 2011). So, what can be done to enable such change initiatives? One recent approach was the creation and implementation of the Transforming Practice Programme (TPP), a national change initiative funded by the Commonwealth Government of Australia through the Office for Learning and Teaching (OLT), aimed at promoting the reward and recognition of teaching and learning across Australian higher education institutions. This project was established and coordinated throughout by the first author in the position of OLT secondee.
Publisher Copyright:
© 2017, © 2017 UCU.
PY - 2018
Y1 - 2018
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
UR - http://www.mendeley.com/research/developing-collaborative-pilot-programme-promote-innovation-higher-education-focusing-reward-recogni
U2 - 10.1080/0309877X.2017.1349890
DO - 10.1080/0309877X.2017.1349890
M3 - Article
AN - SCOPUS:85026913571
VL - 42
SP - 1156
EP - 1166
JO - Journal of Further and Higher Education
JF - Journal of Further and Higher Education
SN - 0013-1326
IS - 8
ER -