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Best practice at the UCLouvain Governance in pedagogical innovation

Best practice at the UCLouvain Governance in pedagogical innovation. Jean-François Denef Honorary prorector for the medical affairs “Université Catholique de Louvain” Belgium. « Red telescopi » project Alfa Program, EU. Overview. Presentation of the general theme/ Take home message

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Best practice at the UCLouvain Governance in pedagogical innovation

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  1. Best practice at the UCLouvainGovernance in pedagogical innovation Jean-François Denef Honorary prorector for the medical affairs “Université Catholique de Louvain” Belgium « Red telescopi » project Alfa Program, EU.

  2. Overview • Presentation of the general theme/ Take home message • Presentation of the different various structures involved in the governance and innovation in education • Some examples of strategic impulses or reforms • The IPM : Institute of Pedagogy and Multimedia Pedagogical innovation at the UCL

  3. Best practice for quality or innovation, but what’s quality or success? • « Quality is a key element allowing universities to respond to the needs related to the evolution of their environment. » European University association (EUA) Forum on quality assurance (Munich, 2006) • «  Future success of universities depends on academics’ capacity to respond energetically to change“ • Ramsden, 2002 Pedagogical innovation at the UCL

  4. Take home message (1) Excellence in higher education requires Excellence in day to day education mission Excellence in innovation and adaptation to the changing environment Let’s transform our universities into “learning organizations” Pedagogical innovation at the UCL

  5. Take home message (2) • This is a multidisciplinary challenge involving • Authorities : Political vision, strategic projects • Efficient administrative and logistic systems • Active and motivated teachers • Good cooperation with students Pedagogical innovation at the UCL

  6. Model of governance Boards and councils Pol itical Ad ministrative Ex écutive University and faculty administrations Teachers, students Pedagogical innovation at the UCL

  7. Evolution of the “political structures” • CECA (Commission for education of the academic council) • Experts • Building proposals for innovation • Think tank mission • Rather “far” from the daily practice • CEPE (commission for education and pedagogy) Jacques Draime in: (G Ringlet (ed.) Une aventure universitaire. Racine, 2000 Pedagogical innovation at the UCL

  8. Examples of proposals (1995 - 1997) • Five axes for a “more pedagogical university” • Active (student centered ) pedagogy • Personal mentoring for teachers • Teacher teams • Evaluation of courses and tests • Teachers-students coordination comities • In 1997 : a general tool for course evaluation Jacques Draime in: (G Ringlet (ed.) Une aventure universitaire. Racine, 2000

  9. Evolution of the “political structures”(2) • CEFO (2002) “Council for education and training (or learning) • All three student , teacher and program approaches have to be considered • Additional missions • Responsible for proposals but also for the monitoring of the projects • Coordination of all initiatives • Responsible for the communication towards the whole academic community Pedagogical innovation at the UCL

  10. Evolution of the “executive” structures” • Founding of the IPM • Creation of the administration for education (ADRE : 2002) In parallel to the CEFO • Differentiated management of education and research (2007-2009) : • Faculties : education • Institutes : research Pedagogical innovation at the UCL

  11. Some examples of impulses or reforms • Creation of the FDP “Funds for Pedagogical Development” • “Gérersa formation” Manage your own education process • Bologna process • Student seminar : “Ready-to-use or Ready to think ? (2006) • Evolution of the fundamental approach in higher education • The actual strategic plan for education at the UCL

  12. “Gérer sa formation”“Manage your own education” Objective : to give to students larger responsibility and personal engagement for their own learning - Induce active reflexion about the choice of orientation - Introduction of more active pedagogical methods - Increase the ‘optional part’ in the program - Development of reorientation pathways (before the Bologna process) - Focus on general competences (5C)

  13. Impact of “Bologna process” 6 years later • (Discussed in the Louvain la Neuve Meeting, 2011) • New law about higher university education • Structural changes in higher education (academies, fusions, …) • Agency for quality in higher education • (risk of increased formal workload!) • Minors in the first cycle program (UCL) • No employability of the first cycle • Increased mobility of students

  14. Evolution of the concepts in higher education We are teaching, but do they learn? Teaching centered approach Do we teach correctly, let’s evaluate our teaching Program centered approach Is our program responding to our objectives . Is it coherent and complete ? Student and Learning outcomes approach Do they learn ? How can we let them learning better? Do they acquire the competencies we want for them? Social accountability approach Are the learning outcomes corresponding to the society needs? Do we teach efficiently and ethically?

  15. Student proposals for better higher education (2006) • Enhance the interdisciplinary approaches • Increase relations between education and society • Questioning knowledge • Develop a equity education • Promote qualitative evaluation • Open education to global problems • Get means to promote innovation • ….

  16. The actual strategy of the UCL for the education (1) • 3 Major transversal learning outcomes • the students must be able to • acquire and develop knowledge and competences • in their own technical and disciplinary field • Acquire and develop skills in trans disciplinary fields • language, culture (through minor program • Acquire and develop relational, social responsibility, • innovation skills

  17. The actual strategy of the UCL for the education (2) 3 fundamental axes for action The student axis pertinent welcome, information and (re)orientation actions for success Long life learning strategy The teacher axis recruitment of valuable people counseling of teachers and help for pedagogical innovations valorization of the pedagogical investments The program axis Proposals for pertinent programs Evaluation of the results (internal external) Measurement of the adequacy between objectives and resources

  18. Remaining problems • Unequal rewarding process for the faculty members (research vs education) • Progressive increase of the number of students (shortage of logistical and human means) • Changes in the students behaviour • Difficult dialog between the political and university worlds • …

  19. Strategic planning means to work with people !

  20. Let’s transform our universities into “leaning organizations” Thank you for your attention

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