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Driving departmental change through evaluation: Some outcomes and problems

By Richard Hall and Derek Harding


This paper identifies the ways in which a three‐year technology‐based learning and teaching project has addressed the issue of catalysing departmental change. In order to promote change at this level, it is necessary to relate the accepted learning and teaching parameters of specific disciplines to meaningful evaluation data of student and staff perceptions, in an attempt to broaden the understanding of academic staff. Thus, a number of factors become important to the process of change including: supportive role models within departments; forging feasible departmental implementation plans; utilizing support staff with a technical and pedagogical awareness; and fully involving students in curriculum development and design. Inhibitors to change also need to be noted, for instance: time‐management; resource and training allocation; and a lack of managerial support. However, the creation of a supportive structure which highlights good practice is fundamental in gaining uptake of materials and in changing perceptions. An acceptance of staff development needs in the light of the objectives of both the student and the curriculum is required This holistic approach provides a suitable environment for the symbiosis between learning and teaching to develop

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: University of Wales Press
Year: 2000
DOI identifier: 10.1080/0968776000080103
OAI identifier: oai:generic.eprints.org:317/core5

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