Long-term Strategic Incrementalism: An Approach and a Model for Bringing About Change in Higher Education

Evans, Norman; Henrichsen, Lynn

doi:10.1007/s10755-008-9067-y

Cited by 14 publications

(19 citation statements)

References 9 publications

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“…A higher education level is a pre-requisite for MHC inspectors. A process model for implementing change in a higher education curriculum was proposed by Evans & Henrichsen [45]. They analyse several ways to go about change, define its four key dimensions and propose a strategy for long term incremental change after Cuban [46].…”

Section: Education Change Processmentioning

confidence: 99%

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Improving Education and Training of Dutch Major Hazard Control Inspectors: A 15 Years Longitudinal Case Study

Lindhout

Werff

Reniers

2020

IJERPH

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The education and training program for inspectors of Major Accident Hazard Establishments, specifically the EC Seveso III directive implicated Dutch chemical companies, changed considerably over a fifteen year period. This longitudinal, time-series cross sectional case study describes the development of the education and training program for Major Hazard Control inspectors, acting as regulators from the Labour inspectorate, belonging to the Dutch Ministry of Social Affairs and Employment. A blueprint had to be constructed in order to assess the development and quality of this program in four cross sections over time. The description highlights both the safety related content and the regulator skills parts of the program in its changing context. Professional standards, educational objectives, quality of education, evaluation method, education change process and the response to the dynamic operational environment were examined. The main findings are that the education and training program kept the same main structure over the time period while its contents were adapted to respond to external context changes. Internal evaluation of performance data and education style led to a shift in contents from theoretical knowledge towards safety management and inspection practice oriented experience related knowledge. An active teaching style, increased usage of professional standards and more systematic evaluation, starting from the blue print in this study, offer the best opportunities for further improvement. Current insights on regulatory performance lead to a recommended future perspective for the inspectors’ role to be translated into education and training: balancing empathy, inquisitiveness and support with control and enforcement, or rather: exert tough love, staying between too soft and too hard.

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Section: Education Change Processmentioning

confidence: 99%

“…Walkington [47] examined curriculum change in higher engineering education and proposed a holistic process model. In Figure 2 the models of Evans & Henrichsen [45] and Walkington [47] are combined into a simplified change process model suitable for evaluation of implemented ETP changes.…”

Section: Education Change Processmentioning

confidence: 99%

Improving Education and Training of Dutch Major Hazard Control Inspectors: A 15 Years Longitudinal Case Study

Lindhout

Werff

Reniers

2020

IJERPH

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“…In Ghana, like other African countries, these institutions tend to collaborate closely with international partners in curriculum development (Gervedink Nijhuis, Voogt, and Pieters 2012, Arevalo, Pitkänen, and Kirongo 2014, Kouwenhoven 2009) However, changing the usual approach to curriculum development is challenging because higher education institutions are noted to be highly resistant to such change (Evans and Henrichsen 2008). This is not to say that universities do not engage in curriculum development; they do.…”

Section: Introductionmentioning

confidence: 99%

Creating a responsive curriculum for postgraduates: lessons from a case in Ghana

Ameyaw

Turnhout

Arts

et al. 2017

Journal of Further and Higher Education

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a faculty of renewable natural resources, college of agriculture and natural resources, Kwame nkrumah university of Science and technology, Kumasi, ghana; b forest and nature conservation Policy, Wageningen university, Wageningen, the netherlands; c education and competence Studies, Wageningen university, Wageningen, the netherlands ABSTRACT A responsive curriculum addresses the changing needs of students, bridging the gap between universal knowledge and theories on one hand and contextual, continuously changing realities of everyday life and the world of work, on the other. Though several higher education institutions appreciate the value of making curriculum responsive, how to do this remains a challenge. This paper first identified unique attributes of responsive curriculum development based on literature and assessed their manifestation in the creation of a new Masters curriculum in natural resource and environmental governance in Ghana. The role of actors within and outside academia and its implications, were also investigated. The study was designed as participatory action research. Key process attributes identified include, among others, iteration, built-in learning within the curriculum development process, and the contribution of actors from outside academia to curriculum design and implementation. The study also shows the important role of the so-called champion of the process and the expert facilitators. The paper does not seek to provide a blue-print but rather provides a valuable example for future initiatives at creating curriculum that better responds to current needs of students.

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“…RCD thus necessitates a change in the usual modus operandi of higher education institutions. This is challenging because these institutions are noted to be highly resistant to such change (Evans and Henrichsen, 2008). Thus, while it is often relatively clear what changes in the curriculum are necessary, insufficient attention is paid to the question of how to realize those changes.…”

Section: Knowledge Gaps In Education For Responsible Governancementioning

confidence: 99%

“…Creating such responsive curricula requires a change in the usual modus operandi of higher education institutions. In Ghana, like other African countries, these institutions tend to collaborate closely with international partners in curriculum development (Arevalo et al, 2014;Gervedink Nijhuis et al, 2012, , Kouwenhoven 2009) However, changing the usual approach to curriculum development is challenging because higher education institutions are noted to be highly resistant to such change (Evans and Henrichsen, 2008). This is not to say that universities do not engage in curriculum development; they do.…”

Section: Chaptermentioning

confidence: 99%

Learning to govern Ghana’s forests responsibly : Responsive curriculum design and enactment

Ameyaw

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Contents Acknowledgements 6 Chapter 1 General Introduction 13 Chapter 2 Challenges to responsible forest governance in Ghana and its implications for professional education 31 Chapter 3 Creating a responsive curriculum for postgraduates: lessons from a case in Ghana 53 Chapter 4 The role of a community of practice in enacting curriculum innovations: A case from Ghana Chapter 5 Does a transdisciplinary approach to forestry education meet students' career aspirations? Lessons from a curriculum innovation in Ghana Chapter 6 General discussion and reflections 117 References 141

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Long-term Strategic Incrementalism: An Approach and a Model for Bringing About Change in Higher Education

Cited by 14 publications

References 9 publications

Improving Education and Training of Dutch Major Hazard Control Inspectors: A 15 Years Longitudinal Case Study

Improving Education and Training of Dutch Major Hazard Control Inspectors: A 15 Years Longitudinal Case Study

Creating a responsive curriculum for postgraduates: lessons from a case in Ghana

Learning to govern Ghana’s forests responsibly : Responsive curriculum design and enactment

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