Educational institutions often implement policies with
the intention of influencing how learning and teaching occur.
Generally, such policies are not as effective as their makers would
like; changing the behavior of third-level teachers proves difficult.
Nevertheless, a policy instituted in 2006 at the Dublin Institute of
Technology has met with success: each newly hired faculty member
must have a post-graduate qualification in “Learning and Teaching"
or successfully complete one within the first two years of
employment. The intention is to build teachers- knowledge about
student-centered pedagogies and their capacity to implement them.
As a result of this policy (and associated programs that support it),
positive outcomes are readily apparent. Individual teachers who have
completed the programs have implemented significant change at the
course and program levels. This paper introduces the policy,
identifies outcomes in relation to existing theory, describes research
underway, and pinpoints areas where organizational learning has
occurred.
[1] Dublin Institute of Technology, "Strategy on Widening Participation,"
April 2011.
[2] Dublin Institute of Technology, "Strategy on Student Engagement,"
2013.
[3] Learning, Teaching and Technology Centre, "Celebrating a decade of
innovation and good practice in learning and teaching," Dublin, Ireland:
Dublin Institutive of Technology, January 2010.
[4] N. Fitzpatrick, and J. Harvey (Eds.). Designing together: Effective
strategies for creating a collaborative curriculum to support academic
professional development. Dublin, Ireland: Dublin Institutive of
Technology, 2011.
[5] S. M. Chance, G. Duffy, G., and B. Bowe, A phenomenological study of
learning groups as a mechanism for transforming an Engineering
Education program, (submitted for publication).
[6] A. Giddens, New Rules of Sociological Method, 2nd ed., Stanford, CA:
Stanford University Press, 1993.
[7] Higher Education Authority. "Strategic Innovation Fund,"
http://www.hea.ie/en/sif
[8] G. Duffy, & B. Bowe, A framework to develop lifelong learning and
transferable skills in an engineering programme, paper presented at the
3rd International Symposium for Engineering Education, 2010.
[9] G. Duffy, & B. Bowe, A strategy for the development of lifelong
learning and personal skills throughout an undergraduate engineering
programme, paper presented at the Transforming Engineering
Education: Creating Interdisciplinary Skills for Complex Global
Environments, 2010.
[10] D. Adams, "Planning models and paradigms," in R. V. Carlson and G.
Awkerman, Eds. Educational planning: Concepts, strategies, practices,
White Plains, NY: Longman, 1991.
[11] R. Birnbaum, How colleges work: The cybernetics of academic
organization and leadership. San Francisco: Jossey-Bass, 1988.
[12] M. Cutright (Ed.), Chaos theory and higher education: Leadership,
planning, and policy. Baltimore: Peter Lang, 2001.
[13] E. L. Holcomb, Asking the right questions, 2nd ed., Thousand Oaks,
CA: Corwin Press, 2001.
[14] J. B. Presley, and D. W. Leslie, "Understanding strategy: An assessment
of theory and practice," in J. C. Smart, and W. G. Tierney, Eds. Higher
education: Handbook of theory and research, vol. 14. Bronx, NY:
Agathon Press, 1999, pp. 201-239.
[15] D. J. Rowley, H. D. Lujan, and M. G. Dolence, Strategic choices for the
academy: How demand for lifelong learning will re-create higher
education. San Francisco: Jossey-Bass, 1998.
[16] D. Wilson, Project monitoring: A newer component of the educational
planning process. Educational Planning, vol. 11, no. 1, 1997, pp. 31-40.
[17] D. Kolb, Experiential learning: Experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice-Hall, 1984.
[18] J. Dewey, Experience and education. New York: Collier Books, 1938.
[19] M. Fullan, Leading in a culture of change. San Francisco: Jossey-Bass,
2001.
[20] N. Sanford, "Developmental status of the entering freshman," in N.
Sanford, Ed. The American College. New York: Wiley and Sons, 1962.
[21] L. Lauer, Advancing higher education in uncertain times. Washington,
DC: Council for Advancement and Support of Education, 2006.
[22] D. J. Rowley, and H. Sherman, From strategy to change: Implementing
the plan in higher education. San Francisco: Jossey-Bass, 2001.
[23] J. S. Black, and H. B. Gregersen, It starts with one: Changing individuals
changes organizations, 2nd ed. Upper Saddle River, New Jersey:
Wharton School Publishing, 2008.
[24] M. Gladwell, The tipping point: How little things can make a big
difference. Boston: Little, Brown, and Company, 2000.
[25] S. Chance, Strategic by design: Iterative approaches to educational
planning. Planning for Higher Education, vol. 38 no. 2, 2010, pp. 40-54.
[26] L. M. McDonnell, and R. F. Elmore, Getting the job done: Alternative
policy instruments. Educational Evaluation and Policy Analysis, vol. no.
2, 1987, pp. 133-152.
[27] P. L. Eddy, Using partnerships to achieve national goals. Peer reviewed
research paper at the International Conference on Higher Education,
Paris, France, submitted for publication.
[28] M. Burns, Leadership, New York: Harper and Row, 1978. H. Kelman,
Process of opinion change. Public Opinion Quarterly, vol. 25 no. 1,
1961, pp. 57-78.
[29] G. Huber, Organizational learning: The contributing processes and the
literature. Organization Science, vol. 2 no. 2, 1991, pp. 88-115.
[30] C. Argyris, and D. Schön, Organizational learning II. Reading, MA:
Addison-Wesley, 1996.
[31] C. Argyris, and D. Schön, Organizational learning II. Reading, MA:
Addison-Wesley, 1996.
[32] S. M. Chance, and B. Williams, Assessing university strategic plans: A
tool for consideration. Educational Planning: The Journal of the
International Society for Educational Planning, vol. 18 no. 1, 2009, pp.
38-54.
[33] B. Barnetson, "Performance indicators and chaos theory," in M.
Cutright, Ed. Chaos theory and higher education: Leadership, planning,
and policy. Baltimore: Peter Lang, 2001, pp. 145-158.
[34] G. Gordon, "Learning from quality assessment," in S. Ketteridge, S.
Marshall, & H. Fry, Eds. The effective academic: A handbook for
enhanced academic practice. Sterling, VA: Stylus Publishing, 2002, pp.
201-217.
[35] J. P. Swenk, "Strategic planning and chaos theory: Are they
compatible?" in M. Cutright, Ed. Chaos theory and higher education:
Leadership, planning, and policy. Baltimore: Peter Lang, 2001, pp. 33-
56.
[36] M. D. Cohen, J. G. March, and J. P. Olsen, A garbage can model of
organizational choice. Administrative Science Quarterly, vol. 17 no. 1,
1972, pp. 1-25.
[1] Dublin Institute of Technology, "Strategy on Widening Participation,"
April 2011.
[2] Dublin Institute of Technology, "Strategy on Student Engagement,"
2013.
[3] Learning, Teaching and Technology Centre, "Celebrating a decade of
innovation and good practice in learning and teaching," Dublin, Ireland:
Dublin Institutive of Technology, January 2010.
[4] N. Fitzpatrick, and J. Harvey (Eds.). Designing together: Effective
strategies for creating a collaborative curriculum to support academic
professional development. Dublin, Ireland: Dublin Institutive of
Technology, 2011.
[5] S. M. Chance, G. Duffy, G., and B. Bowe, A phenomenological study of
learning groups as a mechanism for transforming an Engineering
Education program, (submitted for publication).
[6] A. Giddens, New Rules of Sociological Method, 2nd ed., Stanford, CA:
Stanford University Press, 1993.
[7] Higher Education Authority. "Strategic Innovation Fund,"
http://www.hea.ie/en/sif
[8] G. Duffy, & B. Bowe, A framework to develop lifelong learning and
transferable skills in an engineering programme, paper presented at the
3rd International Symposium for Engineering Education, 2010.
[9] G. Duffy, & B. Bowe, A strategy for the development of lifelong
learning and personal skills throughout an undergraduate engineering
programme, paper presented at the Transforming Engineering
Education: Creating Interdisciplinary Skills for Complex Global
Environments, 2010.
[10] D. Adams, "Planning models and paradigms," in R. V. Carlson and G.
Awkerman, Eds. Educational planning: Concepts, strategies, practices,
White Plains, NY: Longman, 1991.
[11] R. Birnbaum, How colleges work: The cybernetics of academic
organization and leadership. San Francisco: Jossey-Bass, 1988.
[12] M. Cutright (Ed.), Chaos theory and higher education: Leadership,
planning, and policy. Baltimore: Peter Lang, 2001.
[13] E. L. Holcomb, Asking the right questions, 2nd ed., Thousand Oaks,
CA: Corwin Press, 2001.
[14] J. B. Presley, and D. W. Leslie, "Understanding strategy: An assessment
of theory and practice," in J. C. Smart, and W. G. Tierney, Eds. Higher
education: Handbook of theory and research, vol. 14. Bronx, NY:
Agathon Press, 1999, pp. 201-239.
[15] D. J. Rowley, H. D. Lujan, and M. G. Dolence, Strategic choices for the
academy: How demand for lifelong learning will re-create higher
education. San Francisco: Jossey-Bass, 1998.
[16] D. Wilson, Project monitoring: A newer component of the educational
planning process. Educational Planning, vol. 11, no. 1, 1997, pp. 31-40.
[17] D. Kolb, Experiential learning: Experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice-Hall, 1984.
[18] J. Dewey, Experience and education. New York: Collier Books, 1938.
[19] M. Fullan, Leading in a culture of change. San Francisco: Jossey-Bass,
2001.
[20] N. Sanford, "Developmental status of the entering freshman," in N.
Sanford, Ed. The American College. New York: Wiley and Sons, 1962.
[21] L. Lauer, Advancing higher education in uncertain times. Washington,
DC: Council for Advancement and Support of Education, 2006.
[22] D. J. Rowley, and H. Sherman, From strategy to change: Implementing
the plan in higher education. San Francisco: Jossey-Bass, 2001.
[23] J. S. Black, and H. B. Gregersen, It starts with one: Changing individuals
changes organizations, 2nd ed. Upper Saddle River, New Jersey:
Wharton School Publishing, 2008.
[24] M. Gladwell, The tipping point: How little things can make a big
difference. Boston: Little, Brown, and Company, 2000.
[25] S. Chance, Strategic by design: Iterative approaches to educational
planning. Planning for Higher Education, vol. 38 no. 2, 2010, pp. 40-54.
[26] L. M. McDonnell, and R. F. Elmore, Getting the job done: Alternative
policy instruments. Educational Evaluation and Policy Analysis, vol. no.
2, 1987, pp. 133-152.
[27] P. L. Eddy, Using partnerships to achieve national goals. Peer reviewed
research paper at the International Conference on Higher Education,
Paris, France, submitted for publication.
[28] M. Burns, Leadership, New York: Harper and Row, 1978. H. Kelman,
Process of opinion change. Public Opinion Quarterly, vol. 25 no. 1,
1961, pp. 57-78.
[29] G. Huber, Organizational learning: The contributing processes and the
literature. Organization Science, vol. 2 no. 2, 1991, pp. 88-115.
[30] C. Argyris, and D. Schön, Organizational learning II. Reading, MA:
Addison-Wesley, 1996.
[31] C. Argyris, and D. Schön, Organizational learning II. Reading, MA:
Addison-Wesley, 1996.
[32] S. M. Chance, and B. Williams, Assessing university strategic plans: A
tool for consideration. Educational Planning: The Journal of the
International Society for Educational Planning, vol. 18 no. 1, 2009, pp.
38-54.
[33] B. Barnetson, "Performance indicators and chaos theory," in M.
Cutright, Ed. Chaos theory and higher education: Leadership, planning,
and policy. Baltimore: Peter Lang, 2001, pp. 145-158.
[34] G. Gordon, "Learning from quality assessment," in S. Ketteridge, S.
Marshall, & H. Fry, Eds. The effective academic: A handbook for
enhanced academic practice. Sterling, VA: Stylus Publishing, 2002, pp.
201-217.
[35] J. P. Swenk, "Strategic planning and chaos theory: Are they
compatible?" in M. Cutright, Ed. Chaos theory and higher education:
Leadership, planning, and policy. Baltimore: Peter Lang, 2001, pp. 33-
56.
[36] M. D. Cohen, J. G. March, and J. P. Olsen, A garbage can model of
organizational choice. Administrative Science Quarterly, vol. 17 no. 1,
1972, pp. 1-25.
@article{"International Journal of Business, Human and Social Sciences:52519", author = "Shannon M. Chance and Pamela L. Eddy and Gavin Duffy and Brian Bowe and Jen Harvey", title = "Policies that Enhance Learning and Teaching", abstract = "Educational institutions often implement policies with
the intention of influencing how learning and teaching occur.
Generally, such policies are not as effective as their makers would
like; changing the behavior of third-level teachers proves difficult.
Nevertheless, a policy instituted in 2006 at the Dublin Institute of
Technology has met with success: each newly hired faculty member
must have a post-graduate qualification in “Learning and Teaching"
or successfully complete one within the first two years of
employment. The intention is to build teachers- knowledge about
student-centered pedagogies and their capacity to implement them.
As a result of this policy (and associated programs that support it),
positive outcomes are readily apparent. Individual teachers who have
completed the programs have implemented significant change at the
course and program levels. This paper introduces the policy,
identifies outcomes in relation to existing theory, describes research
underway, and pinpoints areas where organizational learning has
occurred.", keywords = "Faculty Development, Institutional Policy, Learning and Teaching, Postgraduate Qualification, Professional Development.", volume = "7", number = "6", pages = "1452-7", }
