June 11th and 12th Galway Prof. Kathy Isaacs Prof. Liz McDowell Prof Phil Race Prof Ferdinand von Prondzynski Dr. Ja

3. Preamble Cultural loading of language� Evidence Based - what kind of 'evidence� League tables? simply 'measurable' or intrinsically valuable? interpretation qualitative plus quantitative� contextual� intrinsic value system� Aim? plan that is realistic, operational and effective� beneficial to all constituents�

4. context Request to write and contribute to a range of strategies, mission statements and policy documents Wide reading Particular style Incredible similarity Frequent jargon, buzz-phrases Lack of clarity / �plain English� Can I avoid writing like this � easy though it is?

6. Frankfurt Test Test to apply to all policy documents and strategic planning �Subtle distinction between BS and lying - BS is much more dangerous to the truth! � Applies equally to managerialism as to 'McDonaldisation' arguments�

7. Warning signs ? Work in progress! semantic density frequency of jargon terms with short half-life (or which have appeared in dictionary in last 10 years) alignment with management consultancy fashions pseudo-scientific terminology extent and type of evidence base statistically valid peer-reviewed self-consistent Authorship/professional expertise Work in progress! semantic density frequency of jargon terms with short half-life (or which have appeared in dictionary in last 10 years) alignment with management consultancy fashions pseudo-scientific terminology extent and type of evidence base statistically valid peer-reviewed self-consistent Authorship/professional expertise

8. � Bullshit is unavoidable whenever circumstances require someone to talk without knowing what he is talking about. Thus the production of bullshit is stimulated whenever a person�s obligations or opportunities to speak about some topic exceed his knowledge of the facts that are relevant to that topic. This discrepancy is common in public life, where people are frequently impelled whether by their own propensities or by the demands of others � to speak extensively about matters of which they are to some degree ignorant.� [p63] This talk??? Well I wouldn�t want you to worry about the fact that I have a PhD in astrophysics and not policy, that I was compelled to speak by persistent requests from others, or�..This talk??? Well I wouldn�t want you to worry about the fact that I have a PhD in astrophysics and not policy, that I was compelled to speak by persistent requests from others, or�..

9. Where does that leave me????? Well actually, when I was asked to come up with a strategic plan for learning, teaching and assessment; when I was asked to develop operational policies and goals for CELT and to contribute to the university�s strategic planning exercise � at least I was forewarned and I aimed to avoid these traps, to resist spouting out opinions without regard to reality, to make myself humble in resist the ego�its tempting, when folk are looking towards you for advice to give it!Where does that leave me????? Well actually, when I was asked to come up with a strategic plan for learning, teaching and assessment; when I was asked to develop operational policies and goals for CELT and to contribute to the university�s strategic planning exercise � at least I was forewarned and I aimed to avoid these traps, to resist spouting out opinions without regard to reality, to make myself humble in resist the ego�its tempting, when folk are looking towards you for advice to give it!

13. Built on earlier, validated surveys The HERI Faculty Survey: a triennial survey of academic staff across the US. Higher Education Research Institute, University of California, Los Angeles The Approaches to Teaching Inventory (ATI) of Trigwell & Prosser. Trigwell, K and Prosser, M. (1996b) Changing approaches to teaching: a relational perspective Studies in Higher Education, Vol. 21, No. 3, 275 The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students, Gibbs, G. & Coffey, M., Active Learning in Higher Education, Vol. 5, No. 1, 87-100 (2004)

14. � The Perceptions of the Teaching Environment Inventory Prosser, M. and Trigwell, K. (1997a) Perceptions of the teaching environment and its relationship to approaches to teaching, British Journal of Educational Psychology, Vol. 67, pp. 25-35 Paterson�s survey on the role of higher education in society, which explores issues of diversity, access and civic responsibility. Paterson, L. (2003) The survival of the Democratic Intellect: academic values in Scotland and England, Higher Education Quarterly, Vol. 57, pp. 67-93

15. Survey instrument Developed with Elaine Keane Paper-based, scanned Six sections Background/demographics Teaching Approaches & Context (including perceptions of student engagement) Teaching & Assessment Methods Evaluation Professional Activities The Purposes of Higher Education Also asks about use/satisfication with services/resources, attitudes and working environment/conditions

20. Deployment strategy Completion time ~ 40-50 minutes Traditional postal not feasible Maximise return Maximise reflection/concentration/focus Contextualise Departmental meetings/scheduled sessions Independence & Trust � key issues

23. Basics 277 / 450 respondents Spread across all Faculties Range of levels of �seniority� Division by gender representative Self-consistent results in individual sections Identifiable trends and factors

25. Approaches to Teaching

26. Potential Factors Academic Discipline Class size Gender Age/Experience/Status Professional Interest/Priority

31. Summary CCSF is the single largest cluster overall Most prevalent in Arts ITTF most prevalent in Science & Engineering CCTF strongly apparent also i.e. with intention to focus on concepts but in practice use teacher-centred approaches Class size cited as most significant issue for this group

37. Level of course: U/G vs P/G

38. Level of course: U/G vs P/G

39. Level of course: U/G vs P/G

41. Summary �Time pressure� identified as the strongest negative factor in attitude towards teaching Those with TF rate student aspects as more of an issue (attendance, engagement, preparedness, skills, etc) CCSF use wider range of teaching methods in both small and large classes ITSF prominent amongst applied language teachers Those with more research orientation, more likely to be TF (and IT) Overall CC is the most common intention

44. Values & Purpose of HE To foster a capacity for independent critical thinking among students To conduct basic, theoretical and applied research To define new directions in research and scholarship To facilitate lifelong learning To pursue knowledge as a value in itself Civic engagement Direct economic benefit/role ?

45. Learning, Teaching & Assessment StrategyUniversity Strategic PlanResearch StrategyCELT Operational PlansCollege StrategiesMA in Academic Practice � The data from this survey, triangulated with other information is now feeding into various plans and operations.The data from this survey, triangulated with other information is now feeding into various plans and operations.

46. Applications? Bologna Assessment practices Academic identity/self-conception Bologna Assessment practices Academic identity/self-conception

47. Training Materials � institution-wide document desire to avoid vacuous, statements of aspiration attempt to address widespread misconceptions/gaps in information (eg Bologna, ECTS) opportunity to learn from literature and international experience inputs from staff survey results and other sources set of specific actions unifying range of working groups targeted and measurable approved by Academic Council institution-wide document desire to avoid vacuous, statements of aspiration attempt to address widespread misconceptions/gaps in information (eg Bologna, ECTS) opportunity to learn from literature and international experience inputs from staff survey results and other sources set of specific actions unifying range of working groups targeted and measurable approved by Academic Council

48. LTA Strategy 2009-2011 � institution-wide document desire to avoid vacuous, statements of aspiration attempt to address widespread misconceptions/gaps in information (eg Bologna, ECTS) opportunity to learn from literature and international experience inputs from staff survey results and other sources set of specific actions unifying range of working groups targeted and measurable approved by Academic Council institution-wide document desire to avoid vacuous, statements of aspiration attempt to address widespread misconceptions/gaps in information (eg Bologna, ECTS) opportunity to learn from literature and international experience inputs from staff survey results and other sources set of specific actions unifying range of working groups targeted and measurable approved by Academic Council

49. CELT operations Training programmes focus Challenge of real Academic Practice Issues of promotion and reward Flexibility Linkages with disciplinary contexts/needs Using MA projects to focus on specific issues Technical support/technology adoption Student feedback Curricular reform Research/Teaching synergies Civic Engagement Bologna Assessment practices Academic identity/self-conception Bologna Assessment practices Academic identity/self-conception

51. Reflection (Survey) Considerable effort required in developing, deploying and processing surveys of this type Provides invaluable information for strategy and operational planning Reveals extent of willingness to improve and innovate Baseline input for institutional strategic plans Values staff opinions and needs in prioritisation Vitally important to systematic development of strategy Highlights key issues and challenges for academic development Paints detailed picture of institutional context Vitally important to systematic development of strategy Highlights key issues and challenges for academic development Paints detailed picture of institutional context

58. Reflections (Strategy/Policy) Do not argue yourself out of getting good data! Inputs from range of perspectives Dissensus is valuable� Prevent academic critique from sinking into cynicism� Contextual awareness Honesty and transparency Self-awareness & professional limits Consultants lead to formulaic outcomes Deliberation Evaluation and critical review Recognition of risk� Value of creative approaches

61. Contact iain.maclaren@nuigalway.ie