Why innovate? Some preliminary findings from a research project on ‘innovations in teaching and learning in higher education˚s

Hannan, Andrew; English, Susan; Silver, Harold

doi:10.1080/03075079912331379895

Cited by 45 publications

(33 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of the research of Hannan, English, & Silver (1999) envision seven reasons for innovating. These are the necessity relating to improving student learning, adapting to the new profile of students, satisfying the requirements of accreditation bodies, setting up internal restructuring or changes in the curriculum, inspiring general motivation, providing a source of inspiration and encouragement, and the fact that they consider themselves to be natural innovators.…”

Section: What Do We Know About the Reasons For Innovating?mentioning

confidence: 99%

“…Indeed, the work of Hannan et al (1999) specifies that the primary reasons that inspire lectures to innovate are to put student learning to the test or changes in students. Béchard (2000) states that change in students is one of the reasons which inspires professors (31/103 respondents) to use pedagogical innovation in their teaching.…”

Section: What Do We Know About the Reasons For Innovating?mentioning

confidence: 99%

See 1 more Smart Citation

Theorising about the Reasons for Which Professors Innovate in a University Strongly Committed to Research

Walder¹

2014

IRE

View full text Add to dashboard Cite

Universities are torn these days between teaching and research, particularly within research universities, leading me to probe the major reasons that motivate professors to develop innovative pedagogical projects within universities that are strongly committed to research. Thirty-two semi-structured interviews with professors at the University of Montreal, all of whom are widely known to their peers, enabled us to theorise seven action plans and three significant stages concerning the reasons for which professors innovate. In other words, the primary reasons which motivate professors in universities strongly committed to research to develop pedagogically innovative projects may be categorised into seven action plans, 1) Captivating, 2) Supporting, 3) Problem-solving, 4) Improving, 5) Re-adapting, 6) Communicating and 7) Creating, and can be theorised in three major phases, 1). Desire to establish a relationship of trust, 2). Intentionality to change and 3). Integration of the desire to change within human relationships. Thus, it is a question of the desire to establish a relationship of trust with the intention of captivating and supporting students, an intentionality to change in order to provide a solution and improvement, and about the integration of the desire to change within human relationships, with the aim of re-adapting through communication and creation.

show abstract

Section: What Do We Know About the Reasons For Innovating?mentioning

confidence: 99%

Section: What Do We Know About the Reasons For Innovating?mentioning

confidence: 99%

Theorising about the Reasons for Which Professors Innovate in a University Strongly Committed to Research

Walder¹

2014

IRE

View full text Add to dashboard Cite

show abstract

“…Pedagogical innovators are those professors who implement one or more pedagogical innovations in their teaching. In their study, Hannan, English and Silver (1999) highlight that pedagogical innovators draw inspiration from their professional and lecturing experience, but also that pedagogical innovations influence their research work.…”

Section: What Do We Know About Pedagogical Innovators?mentioning

confidence: 99%

Characteristics of the Pedagogical Innovator in a University Strongly Committed to Research and Across Disciplines

Walder¹

2015

JEDP

View full text Add to dashboard Cite

While innovation is a central concern in higher education, I have sought to understand those professors who innovate. This qualitative research focuses in particular on pedagogical innovators in the context of a university strongly committed to research, the Université de Montréal, and explores the impact of disciplinary culture on pedagogical innovators' profiles. This research reveals the characteristics of the innovators interviewed and underlines the impact of the pure science and applied science axis on pedagogical innovator characteristic diversity.

show abstract

“…Academic culture, has remained static and conservative, generally experiencing minimal change in response to driving forces (Koppi et al, 1998, Hannan, English andSilver, 1999). This minimal change extends to teaching activities.…”

Section: Innovation Requisites -Reflection and Supportmentioning

confidence: 99%

"A website for my subject": The experiences of some academics' engagement with educational designers in a team based approach to developing online learning materials

Torrisi‐Steele

Davis

2000

AJET

View full text Add to dashboard Cite

In recent years Australian universities have increased their focus on flexible delivery and online learning. Successful development of online teaching materials requires both knowledge of pedagogy as it applies to multimedia technologies as well as knowledge of the capabilities of current software and hardware. While academics are familiar with the skills and approaches required to operate in traditional environments they are often not equipped to meet the new demands of web authoring and online course design. Consequently, the potential of the online learning environment to improve the quality of the learning experience often remains unrealised.To address this issue Griffith University, as part of its focus on flexible learning, has established campus based production centers. The center offers academics the services of multimedia development teams. An educational designer is allocated to work collaboratively with the academic to assist with the design of the online materials and the integration of the online resources into courses. This paper explores the expectations, experiences and perceptions taken from the perspective of ten lecturers within Griffith University, as they engage with the educational designer to develop online learning materials. Motivated by the authors' belief that the development of online learning materials is an endeavour aimed at improving the quality of teaching and learning, this paper seeks to raise some of the issues and concerns which educational designers, as staff developers, need to consider in order to guide interactions with academic staff toward a more fruitful end.

show abstract

Why innovate? Some preliminary findings from a research project on ‘innovations in teaching and learning in higher education˚s

Cited by 45 publications

References 3 publications

Theorising about the Reasons for Which Professors Innovate in a University Strongly Committed to Research

Theorising about the Reasons for Which Professors Innovate in a University Strongly Committed to Research

Characteristics of the Pedagogical Innovator in a University Strongly Committed to Research and Across Disciplines

"A website for my subject": The experiences of some academics' engagement with educational designers in a team based approach to developing online learning materials

Contact Info

Product

Resources

About