Change strategies
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
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
Difficulties
• Reluctant staff
– First group the enthusiastic staff – the third group of
teachers are the opposition of the reform
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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
Institutional change
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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
strategies
• Faculty development strategy
• Curriculum development strategy – single
courses
• System change
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
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 (topdown) program with establishment of fac.
Development centres
Single courses
Bottom up strategies
teachers
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
Lund University, Sweden
• Breakthrough project – large scale faculty
development
• The Pedagogical Academy, Titel: ETP
(Excellent Teaching Practice) + raise in
salary
• 200 hours
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
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
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
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…..
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
Faculty development strategies (Colet, 2003)
Up-front model
Interactive
model
Distributed
model
Training courses
and
comprehensive
certified
programmes
Counselling and R&D in the field
curriculum
of teaching and
development
learning
projects
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
Top down strategies
Faculty
development
unit
Systemic changes create resistance and top-down
strategies are needed:
- basic change
- management task together with change agents,
fac. Development units and the teachers
System change
• Twente, Rijkswiik, Maastricht, the Netherlands,
• UCL, Belgium
• University of Aveiro, Portugal
• Queens university, Canada
• NTNU, Norway
Premises for change to PBL
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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
A case
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total institutional change
unique change
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from an independent small institution to
become a part of a much bigger institution
change of both new pedagogic and
organisation
physical distance
establishing research
condition: support from the leaders
Main activities in the change
process
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3 teachers from Esbjerg following the
system in Aalborg before the actual
change
training courses for all staff
consultants with teachers from Aalborg
going to Esbjerg during the actual change
The Esbjerg Model
85%
Classroom teaching
lecturing
Individual assessment
15%
project
Project
Classroom teaching
with no project work and
individuel assessment
The Aalborg Model
50%
lecturing
Project courses
lectures seminar
50%
project
Project
supervision
Study courses and
lectures
Examination - oral or
written: passed/ failed
Examination marked by the
scale of 0 - 13
Results
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Physical conditions, group space
teamwork
among
colleagueexperiencing each other in new roles
from a fixed schedule that dictates a
teaching schedule to calendar planning
secretarial group needed to create new
organisational
framework
for
channelling information through the
system.
Teachers approach
Selection of
course content
Teaching
methods in the
Course
Teacher-centred
approach
Student-centred
approach
compression
strategy
laissez-faire
strategy
course time is
used for
theoretical
reading
selection strategy
course time is
used for both
theoretical
reading and
assignments
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