Lessons learnt from literature on the diffusion of innovative learning and teaching practices in higher education

Abstract

Faced with the challenges of the changes in higher education, educational developers??? roles, and the use of innovation to stimulate change, this study aimed to synthesise literature dealing with the diffusion of innovative learning and teaching practices in higher education to determine what lessons could be learnt. The findings suggest that the following need to be considered if innovations are to influence widespread change: senior management support, recognition of the time needed to change practices, appropriate skill development, contextualised innovation, supportive networks and a solid institutional infrastructure. The paper also considers the difficulties faced when trying to generalise guidance in an area wrought with the complexities of change and calls for further research that problematises the realities of innovation diffusio

Reframing teachers’ work for educational innovation

“…A teacher's motivation to work for changes is based on receiving social support from colleagues and supervisors and having a stimulating climate for innovation, which also creates a social norm that innovative work is appreciated (Messmann & Mulder, 2011). Smith (2012) highlights the need to cultivate a feeling of staff ownership towards innovative practices and to recognise innovative practitioners. Whenever significant changes take place, the locus of innovations in practice can be traced to insights and initiatives by individuals and to the fact that the changes were achieved through collective negotiations and actions.…”

“…5-6). Innovations are context specific: innovations that sit well within a specific context spread more easily and supportive networks can facilitate the diffusion of innovative practices (Smith, 2012). A teacher's motivation to work for changes is based on receiving social support from colleagues and supervisors and having a stimulating climate for innovation, which also creates a social norm that innovative work is appreciated (Messmann & Mulder, 2011).…”

Leading research and development for educational innovations

“…Accordingly, Smith (2012) highlights the need to cultivate a feeling of staff ownership towards innovative practices and to recognize innovative practitioners.…”

The influence of sociocultural and structural contexts in academic change and development in higher education

“…The impact of CPD is influenced by the teachers' working context and supportive networks (Smith 2012), the predominant teaching culture of the community to which they belong (Trowler and Cooper 2002), and leadership within the department (Thoonen et al 2011). …”