T he business case for academic development. A symposium hosted by: Linda Creanor , Glasgow Caledonian Cathy Gunn, Auckland Neil Lent, Edinburgh Keith Smythe , Napier. Does evidence align with stakeholder priorities?. Why ask the question? Experience shows it ’ s hard to answer
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A symposium hosted by:
Linda Creanor, Glasgow Caledonian
Cathy Gunn, Auckland
Neil Lent, Edinburgh
Keith Smythe, Napier
Report on activity
Evidence to inform practice
Dr Neil Lent
Institute for Academic Development, University of Edinburgh
The Quality Enhancement Framework for learning and teaching in Scottish higher education (QEF)
who is there?
what they do?
what they use?
Glasgow Caledonian University:
Academic Development & Blended Learning
CPD framework influenced by Australian Faculty Scholars Distributive Leadership Model (Lefoe, 2010)
“... a distribution of power within the sociocultural context of universities, and a sharing of knowledge, of practice and reflection through collegiality.”
(Lefoe et al, 2007:5)
over previous year
BLENDED LEARNING REPORT
to Academic Policy Committee & Senate
Usage trends for blogs, wikis, podcasting etc.
VLE usage stats
Analytics to capture broader access trends
“The ‘headline’ data should be interpreted with some degree of caution.”
“… [they] do not present a comprehensive picture of blended learning activity at GCU ....”
“They do not tell us what kind of learning activities students are engaged in online, or how interactive these might be.”
(Blended Learning Report, 2012)
UCISA Biennial Survey of Technology Enhanced Learning
NSS and ISB scores for teaching and technology use
Reinforces the importance of strategic direction and central co-ordination
What?An over-reliance on quantitative rather than qualitative evidence
Who?Collaboration, shared responsibility and local ownership – embedding distributive leadership (Creanor, 2012 – in press)
Why? Highlighting that central co-ordination and expertise remain key to strategic impact
How?Balancing facts & figures with scholarly activity, robust evaluation, case studies ……???
Making the case for taught staff provision: evaluating the personal and strategic impact of two institutional programmes
Dr Keith Smyth
Office of the Vice Principal (Academic)
Edinburgh Napier University
Dr Cathy Gunn
Centre for Academic Development, The University of Auckland
Formative = input to design
Summative = impact on practice
… how can we report them?
What constraints & opportunities exist in the less than ideal world we currently inhabit?
Most importantly – what positive moves can we make towards the ideal?
Creanor, L. (2012 – in press), Raising the profile: an institutional case study of embedding scholarship and innovation through distributive leadership, Innovations in Learning & Teaching International
Gosling, D.(2008) Educational Development in the United Kingdom
Gunn, C., & Donald, C. (2010). Tracking the Invisible: An eLearning Group’s Approach to Evaluation In L. Stefani (Ed.), The Effectiveness of Academic Development (pp. 133-142). Routledge.
Gunn, C., & Steel, C. (2012). Linking Theory to Practice Learning Technology Research. Research in Learning Technology, 20(2)
Lefoe G., Smigiel H., Parrish D. (2007) Enhancing HE through leadership capacity development, in Enhancing Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference, Adelaide, Australia, 8-11 July http://ro.uow.edu.au/asdpapers/56/
Lefoe, G. (2010) Creating the Future: Changing Culture Through Leadership Capacity Development, in Ehlers, U-D & Schneckenberg, D. (Eds), Changing Cultures in Higher Education, part 1, 189-204, Springer Verlag, Berlin, Heidelberg
Stefani, L. (Ed) (2011) Evaluating the Effectiveness of Academic Development: principles and practice. Routledge