A ‘theory’ of institutional change, and what we learned through practice

CETL Conference, Sheffield Hallam University,20th May 2010

Philippa Levy

modelling the process of research within the student learning experience

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Overview• Our desired outcomes and our ‘theory’

• Success factors• Ethos

• Student partnership

• Cross-professional working

• Engagement strategies

• Structural and organisational features

• Issues and challenges

A ‘theory’ of change, using EPO indicators

Desired institutional outcomes

• Enhanced learning and teaching (IBL)

• Vibrant networks of practice, with links to wider networks

• Stronger strategic commitment to IBL and links between LR&T, greater reward and recognition for teaching

• Enhanced evidence-base, resources and capacity for IBL

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A ‘theory’ of change• Reward and recognise

• Support development and innovation

• Align the physical estate

• Develop networks and student partnership

• Promote strategic engagement

• Stimulate evaluation, scholarship, research

• Disseminate practice and outcomes widely

• Develop the ‘co-curriculum’

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Some institutional feedback (staff)

‘…the most impressive and inspirational project I have encountered in 17 years of university life’ ‘outstandingly successful’ ‘such a reach across a range of areas, impact is both deep and varied’ ‘top of my list of things to retain (in the university)’ ‘a significant presence’ ‘a dynamic creative force’ ‘a safe zone for experimentation’ ‘a great umbrella department for good ideas’ ‘a central space for diverse stakeholders to come together…’

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An unanticipated outcome

CETL perceived to have made strong contribution to ‘cultural change’ in educational development practice at the university

Ethos

• Creativity and ‘risk-taking’• Experimentation• Participation• Inclusivity• Partnership• Community• Scholarship and inquiry

Cross-professional working

• ‘Pedagogy-focused’ partnership for new space design

• Library liaison role

• Commissioned support model

Student partnership

• Co-facilitated (staff-student) student ambassador network

• Working groups

• Project and departmental roles

• Events

• Consultancy/advisory

• Evaluation and research

Engagement strategies

• Variety and creativity in events and communications

• Informal and social networking approaches (and spaces)

• Strong student participation • Targeted events (e.g. for professional

services)• Network and SIG co-ordination (ILN,

SoTL)• Building external network connections

Engagement strategies

• Focused thematic priorities• Light-touch procedures, tolerance of

open-endedness in project plans• Multi-level targeting (individuals/teams,

departments, Faculties)• Proactive support, ‘winged

messengers’, blended roles, research partnerships

• Institutional research (LRT Project)

Structural and organisational features• Participatory planning and governance• Senior managers’ championing and support• Strategic alignment with structural

autonomy• Linked in to policy (Sheffield Academic)• Strong team and partnership ethos• Iconic physical location• Academic leadership, research focus• Blended roles e.g. development/research,

ICT/pedagogy• Use of ‘Theory of Change’ framework

Outcomes - cultural change indicators• Emergence of new ‘cross-disciplinary language’

about L&T• Student partnership work spreading• More ‘pedagogically-oriented’ learning space

design spreading• Improved understanding of L&T and ‘RT nexus’ in

Professional Services (incl. Estates, IT)• Higher visibility of students at learning and

teaching events • Higher profile for Library’s educational

development role• More emphasis on social and informal interactions,

experimentation with social networking tools

Key issues and challenges

• Resource for participatory and network-oriented change facilitation

• Capturing the benefits of ‘loose coupling’ - structural autonomy + strategic alignment

• Building on organisational learning about change facilitation processes

modelling the process of research within the student learning experience