Ako Aotearoa Funding Workshops: 2014

1. Ako Aotearoa Funding Workshops: 2014 Funding change projects in the tertiary education sector Hosted by Ako Aotearoa’s Regional Hubs

2. Plan • Overview of our funding • Examples • Developing an application • Working with us and support available • Good Practice Publication Grants • Opportunity for one-on-one discussions • Evaluation

3. Funding overview • Ako Aotearoa funds change projects • i.e.we fund evidence-based change projects with a high potential to benefit learners • we do not fund research projects per se, although every project will have a strong research element in it.

4. Funding overview • There is one overarching objective for our funding: • Enhanced educational outcomes for learners. • Our secondary objectives are that the work: • Contributes to a coherent knowledge base • Promotes collaboration • Builds research capability and capacity.

5. Overarching principles of funding Co-funding model – we fund up to 50% of the total value of the project The work must be clearly beyond Business as Usual There is an organisational commitment to act on findings Project teams commit to active dissemination All projects will be involved in our Impact Evaluation Process

6. What we fund • We look to support projects that: • focus on learner outcomes • seek to achieve strategic organisational change for the benefit of learners • are evidence-based • are of high quality • provide value for money • build capability and capacity

7. What we don’t fund • We do not support projects that: • focus on business-as-usual activities • do not have a clear demonstration of organisational commitment • are inconsistent with Ako Aotearoa’s strategic goals, values or principles (e.g. must be focussed on post-compulsory education)

8. Funding options for 2014 • At least four projects up to $300k across 2-3 years • As a guide, one project will be focused on Māori learners, one focused on Pacific learners, and two will be open in focus • A two stage process of application • Co-funding model • Projects normally up to $20kfor implementation/ developmental projects 6-12 months in duration • No closing dates • Co-funding model Also GPPG scheme – discussed at the end of this presentation

9. Planning your project • Start with the end in mind – what legacy will your project leave? • Think about the full life-cycle of the project • Initiation – defining problem and looking for the solution • Implementation – conducting the project • Institutionalisation – adopting and embedding the work in ways that achieve sustainable enhancement of practice.

10. Setting yourself up for success - initiation • Is this an issue of broad significance? • Does my project involve the key people, with both project relevant skills and influence? • What would success look like?

11. Setting yourself up for success – “the elevator pitch” • Is your proposal a request for funding to do some work? • or • Is it an exciting, irresistible offer about improving sector performance? • Does your project have a vision?

12. Exemplar project: Pasifika learners and success in tertiary education Project: Investigated good organisational practice that supports Pacific learners to succeed in tertiary education http://akoaotearoa.ac.nz/pasifika-learners-success Vision: To gather stories of success to inform theory and practice; to shift attention from deficit explanations of Pacific student achievement to a focus on exemplars of success

13. Continued Pasifika learners and success in tertiary education • What’s changed? • Reach: Political, policy and tertiary sector interest • Practitioners: Informing supervision, lecturers, tutors, learning asdvisors, pastoral care and more • Learners: ↑ success (A’s, honors) • Project team: Equity & diversity award, ↑ visibiltiy, ↑ morale • Key features • Appreciative inquiry and strengths-based approaches • Developing a PD workshop

14. Exemplar project: Graduate outcomes: Are they driving learning? And who knows about them? Project: Explored current policy and practice regarding graduate outcomes in higher education institutions in New Zealand http://akoaotearoa.ac.nz/graduate-outcomes Vision: To instigate change by encouraging HE institutions to engage deeply with the graduate outcomes agenda

15. Continued Graduate outcomes… • What’s changed? • Reach: Early signs of a greater willingness to engage in GO agenda • Practitioner: signs of greater emphasis on GO policy, procedural enablers, workshops • Learners: Signs of better awareness of GA for their programme • Project team: ↑ visibiltiy, benefits of collaborative work • Key features • A range of practical resources developed • Highly collaborative team

16. Exemplar project: Success in Academia? The experiences of early career academics in New Zealand • Project: Examined the experiences of early career academics in New Zealand • http://akoaotearoa.ac.nz/early-career-academics Vision: To identify factors for best supporting early career academics to nurture their aspirations, and their own and their students’ success

17. Continued Success in Academia? … • What’s changed? • Reach: High uptake of outputs • Practitioner: “Success” factors apart of induction programmes at VUW & UoC • Learners: Sustainable community of peers, appear to be ready earlier for voluntary work • Project team: Positive impact on project leaders reputation • Key features • A range of practical resources developed • High demand for outputs

18. Exemplar project: RHPF, central hub Cracking the Reading Code: An Audio-Visual Resource for Learners and Teachers Clare Hazledine and Mary Silvester http://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-central-hub/cracking-reading-code

19. Continued Cracking the Reading Code • Outputs: two DVDs and a tutor resource booklet which show examples of working with students to improve their academic reading skills. • All material on the Whitireia intranet; accessible, widely used and endorsed by students, teachers and student support staff. • 1708 page views and 680 downloads of the material from the Ako Aotearoa website after one year.

20. Exemplar project: RHPF, central hub A Māori Perspective for Embedding Literacy and Numeracy within Adult Education Programmes Project: This stunningly illustrated resource gives guidelines and practical suggestions on how to use tikanga Māori to embed literacy and numeracy within courses designed for Māori learners. Vision: to have Māori learners engage with their own culture while increasing their literacy and numeracy skills. http://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-central-hub/resources/pages/maori-perspective-embedding-literacy-and-numeracy-within-adult-education-progra

21. What’s changed? • Reach: 294 page views, 181 downloads after 5 months • Pracitce and project team: The project leader is preparing to run Ako Aotearoa professional development workshops based on this project • Key features • The work well endorsed by people who have attended workshops run by Huhana • Good suggestions for resources and methods for teachers

22. Exemplar project: RHPF, northern hub Goalposts – An introduction to Adult Learning theory for new tertiary teachers • Project: Quick overview of key principles and theories of adult learning • Vision was to help new teachers design effective learning activities underpinned by theory • http://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-northern-hub/resources/pages/goalposts-professional-development-resource-new-tertiary-teachers-their-first-

23. Continued Goalposts – An introduction to Adult Learning theory for new tertiary teachers What’s changed? • Offer new ideas and strategies to other staff members • Use more motivational techniques for effective learning • More student focussed Key features • Easy to follow 1-page summaries of most recent and influential ideas

24. Exemplar project: RHPF, northern hub A professional development/support model for all teachers Project: Support beginning tertiary teachers into the habit of reflective practice Vision: To enable new teachers to move from novice to expert http://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-northern-hub/resources/pages/professional-developmentsupport-model-all-teachers

25. Continued A professional development/ support model for all teachers What’s changed? • Student engagement increased • Teaching practices became more deliberate • Thought processes behind lesson planning are evident Key features • Resource pack for the professional development and support model

26. Exemplar project: RHPF, southern hubPractising Research: Teaching and Learning Cards Project: Understanding and conducting social work research Vision: To build research capacity and develop resources applicable to a range of applied disciplines with a practice-based component https://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-southern-hub/resources/pages/learning-conduct-collaborative-social-work-research-field

27. Continued Practising Research: Teaching and Learning Cards What’s changed? • Project findings and developed resources included in teaching • Learners practical skills in research developed. Increased confidence • Project outputs available for download or purchase through the Ako Aotearoa Shop Key features: • Practising Research - Teaching and Learning Cards • Practising Research - Instruction Cards

28. Exemplar project: RHPF, southern hubDemystifying addiction through personal stories Project: To develop an online Educational Resource for medical and other health profession students • Vision: To improve the quality of alcohol and other drug (AOD) addictions education being provided to health professionals • https://akoaotearoa.ac.nz/communities/demystifying-addiction-through-personal-stories-online-educational-resource Rachel Tester

29. Continued Demystifying addiction through personal stories What’s changed? • Resources successfully used in workshops. • Post-graduate student feedback shows resources make them think more deeply about AOD issues • Project has had ripple effect and an impact on the work of the wider research group Key features • Series of video clips for learning about addiction directly from people who have experienced it – ordinary people who developed alcohol and other drug problems and are now living full, happy and productive lives

30. What do excellent projects have in common?

31. Rubric for Māori focused projects

32. Developing your application • Regardless of the funding scheme, selection panels are looking for: • an aspiration for sustainable change • a detailed project plan • a comprehensive dissemination plan • organisational buy-in, contribution and gain • impact beyond those directly involved • capability building • measurement of learner benefits

33. Project outcomes • What are your expected outcomes? • Are the likely outcomes from your project well reasoned? • Be explicit about your logic model for change • How will these outcomes be achieved/measured? • Is the project designed with change in mind? • How will you measure/demonstrate change?

34. Invest time in your application • Communicate clearly • Write strategically • Do the basics well • Share it with others

35. Invest time in your application For the National Project Fund …. • Difference between the Expression of Interest (EOI) and the Full Proposal (FP) • EOI provides a broad overview, but all the conceptual thinking is done • EOI should include a co-funding commitment in principle that is confirmed in the FP • FP is a comprehensive account of project

36. Common weaknesses – why panels say “no” • Can’t understand the application • Application not placed in wider context • Localised impact (BAU) • Proposed interventions not sustainable • Method not well matched to aims/goals • Intended benefit to learners appears negligible • Lack of connection with sector • Budget unreasonable for work • Strong project but poor fit for fund

37. If I am successful in the EOI round of the NPF: working with us • If shortlisted • you will be provided with feedback on your EOI • Feedback may include recommendations for FP • If funded • may include conditions of funding • enter into contract negotiations • Partnership model – being more than a funder • supporter and enabler of change • connect with you regularly • case-by-case approach

38. If I get funded: Impact Evaluation Process • Interested in dissemination activities, outputs and outcomes after project completion • Conversations with project teams at 6, 12 and 24 months post project completion. Focusing on: • outputs (reach) • impact on practice • impact on learners • impact on project teams • Conversations in context of original project goals

39. Support available • Feedback on draft applications: • NPF review service • Hub managers comment on • RHPFS drafts • Guide to Change Projects • (Alkema, 2012) • We are happy to discuss • your ideas

40. Key dates 2014 • 19 May – EOI formal review process opens • 20 June – EOI review process close • 11 July – EOIs close • 11 August – Applicants notified • 10 October – FPs close • 10 November – Shortlisted applicants notified • Open selection process – Contact your hub

41. Good Practice Publication Grants Scheme • Sharing and promoting good teaching and learning practice across the sector • Demonstrated good practice not projects • The grants • up to $5k for multi-media publication • up to $3k for written publication • Up to $10k for organisational GPPGs • Published in our e-book

42. GPPG Priorities for 2014: • Good practice that has been shown to benefit Māori learners, their whānau, hapū, iwi and communities. • Good practice that has been shown to benefit Pacific Learners and their communities. • Good practice that has been shown to benefit youngers learners in tertiary education. • This year the scheme is open with no closing dates. • http://akoaotearoa.ac.nz/good-practice-publication-grants

43. More information – project funding • NPF: • http://akoaotearoa.ac.nz/national-project-fund • r.thomson@massey.ac.nz • RHPF and GPPG: • http://akoaotearoa.ac.nz/regional-hub-project-funding • ruth.peterson@aut.ac.nz (northern) • i.rowe@ucol.ac.nz (central) • bridget.oregan@canterbury.ac.nz (southern) • r.thomson@massey.ac.nz