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Change strategies

Change strategies. 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. Why change?. Phases in change.

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Change strategies

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  1. Change strategies

  2. 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 Why change?

  3. 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

  4. 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

  5. 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

  6. strategies • Faculty development strategy • Curriculum development strategy – single courses • System change

  7. 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

  8. 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

  9. Single coursesBottom 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

  10. Lund University, Sweden • Breakthrough project – large scale faculty development • The Pedagogical Academy, Titel: ETP (Excellent Teaching Practice) + raise in salary • 200 hours

  11. 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

  12. 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

  13. 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

  14. 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…..

  15. 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

  16. 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

  17. System change • Twente, Rijkswiik, Maastricht, the Netherlands, • UCL, Belgium • University of Aveiro, Portugal • Queens university, Canada • NTNU, Norway

  18. 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

  19. A case • total institutional change • unique change • 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

  20. Main activities in the change process • 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

  21. The Esbjerg Model 85% lecturing Classroom teaching with no project work and individuel assessment Classroom teaching Individual assessment 15% project Project

  22. The Aalborg Model Study courses and lectures 50% lecturing Examination - oral or written: passed/ failed Project courses lectures seminar 50% project Examination - marked by the scale of 0 - 13 Project supervision

  23. Results • Physical conditions, group space • teamwork among colleague- experiencing 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.

  24. Teachers approach

  25. Teachers approach

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