Change strategies. Why change? New skills and competencies updating -life long learning searching...
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Transcript of Change strategies. Why change? New skills and competencies updating -life long learning searching...
![Page 1: Change strategies. Why change? New skills and competencies updating -life long learning searching for new knowledge interdisciplinary and creative problemsolving.](https://reader033.fdocuments.in/reader033/viewer/2022051516/56649c9e5503460f9495de79/html5/thumbnails/1.jpg)
Change strategies
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Why change?
New skills and competencies • updating -life long learning• searching for new knowledge • interdisciplinary and creative problemsolving• co-operation
Profile for the university
Decrease drop out rates
Motivation for the single teacher
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Phases in change• Motivation phase
– Creating ideas, concrete, inspiration, change agents
• Decision– Bottom up and top down
• Planning– General overview of all elements (objectives, content, methods,
assessment, organisation, etc.)– Specific details
• Implementation– Supervision– Process skills – PBL-skills
• Evaluation and improvement
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Difficulties
• Reluctant staff– First group the enthusiastic staff – the third group of
teachers are the opposition of the reform
• Understanding of differentiated objectives• Collaboration among staff• Insecurity among staff (office, position)• Loss of authority, change in the role of being an
expert • Support from the middle level of leaders
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Institutional change
• Bottom up as well as a top down process
• a need for change agents
• create motivation among staff
• credit - and status of teaching activities
• physical facilities must be considered
• institutional support - time, ressources, recognition
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strategies
• Faculty development strategy
• Curriculum development strategy – single courses
• System change
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Faculty development – improvement?
• UK-research: without training staff getting more teacher centred – with training staff getting more student oriented
• Australian research: students will copy teachers approach to the content (deep – surface)
• Scandinavian research: more activity
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Training
• UK: voluntary. Each institution its own programme – however it is accreditated
• DK: compulsory. Each institution its own programme
• Sweden: compulsory. Each institution its own programme. 6 weeks.
• Norway: compulsory. Each institution its own programme. 64 hours.
• Baden Württemberg: voluntary. Ministery (top-down) program with establishment of fac. Development centres
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Single coursesBottom up strategies
Faculty development
unit
In realtion to PBL, the Bottom up strategy supports the “small steps”. Half models – loose the overall objectives, especially -Change of top management-Satisfaction with the small steps
teachers
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Lund University, Sweden
• Breakthrough project – large scale faculty development
• The Pedagogical Academy, Titel: ETP (Excellent Teaching Practice) + raise in salary
• 200 hours
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Outcome
• ¼ - 1/3 of the teachers have participated• Heads of departments are involved• Increased interdisciplinarity and curriculum
development projects• Participants: development of language• Lund university is getting a leading role in future
development
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Aalborg University, Denmark
General: Requirement that the assistant professor receive supervision and coaching
• Compulsory training for assistant professors (175 hours - 1½ year)– 4 modules – practice-theory-practice-– Portfolio method– Supervisor from department and from faculty
development centre
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Outcome of training
• 300 assistant professors
• Evaluation of the form: – Satisfaction with the form/methods of the
course– Basically a difficult model to run, because it is
based so much on decentralised strategy
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Learning outcomes
• Reflection on learning outcomes– Mental Model for analysing new situation– Language– Tools– Diverse competencies– Breaking the tacit knowledge: Don’t do as I do
– do as I say…..
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IPN Pedagogical network for Engineering
• 3 universities and 6 engineering colleges
• Courses, seminars, etc
• No formal requirement at college level, but..
• Each institution has a position
• After 7 years, pedagogic is on the agenda and nearly all institutions have formulated pedagogical models
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Faculty development strategies (Colet, 2003)
Up-front model Interactive
model
Distributed model
Training courses and comprehensive certified programmes
Counselling and curriculum development projects
R&D in the field of teaching and learning
Non academic teacher training centres
Non academic teacher training centres
Academic centre for university teaching and learning
Individual teacher Groups of teachers
Groups of teachers
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Top down strategies
Systemic changes create resistance and top-down strategies are needed:- basic change - management task together with change agents, fac. Development units and the teachers
Faculty development
unit
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System change
• Twente, Rijkswiik, Maastricht, the Netherlands,
• UCL, Belgium
• University of Aveiro, Portugal
• Queens university, Canada
• NTNU, Norway
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Premises for change to PBL
• Use both top-down og bottom up
• Faculty development units involved
• Action research integrated
• Motivation for development and experiments
• Subject based pedagocial knowledge is needed
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A caseA case total institutional changetotal institutional change unique changeunique change
from an independent small institution to from an independent small institution to become a part of a much bigger institutionbecome a part of a much bigger institution
change of both new pedagogic and change of both new pedagogic and organisationorganisation
physical distancephysical distance establishing researchestablishing research
condition: support from the leaderscondition: support from the leaders
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Main activities in the Main activities in the change processchange process
3 teachers from Esbjerg following the 3 teachers from Esbjerg following the system in Aalborg before the actual system in Aalborg before the actual changechange
training courses for all stafftraining courses for all staff consultants with teachers from consultants with teachers from
Aalborg going to Esbjerg during the Aalborg going to Esbjerg during the actual changeactual change
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Project
Classroom teachingClassroom teachingwith no project work and individuel assessment
85%
lecturing
15%
project
The Esbjerg Model
Individual assessment
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Project
Project courses lectures seminar
Study courses and lecturesExamination - oral or written: passed/ failed
Examination - marked by the scale of 0 - 13
50%
lecturing
50%
project
The Aalborg Model
supervision
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Results Results
Physical conditions, group space Physical conditions, group space teamwork among colleague- teamwork among colleague-
experiencing each other in new rolesexperiencing each other in new roles from a fixed schedule that dictates a from a fixed schedule that dictates a
teaching schedule to calendar planningteaching schedule to calendar planning secretarial group needed to create new secretarial group needed to create new
organisational framework for organisational framework for channelling information through the channelling information through the system. system.
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Teachers approachTeachers approach
Teacher-centred approach
Student-centred approach
Selection of course content
compression strategy laissez-faire strategy
selection strategy
Teaching methods in the Course
course time is used for theoretical reading
course time is used for both theoretical reading and assignments
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Teachers approach Teachers approach
Teacher-centred approach
Student-centred approach
Project work Application of knowledge
Search for new knowledge
Project supervision
strategy that helps out with short courses during the project supervision session
strategy that focuses on the methodical elements and support of the process