McDowell, Liz

English

Northumbria Research Link

18 www.seda.ac.ukEDUCATIONAL DEVELOPMENTS 7.2The CETL initiative and models of changeCentres for Excellence in Teaching and Learning (CETLs) arean initiative of the Higher Education Funding Council forEngland. The aim of the initiative is to:’recognise, celebrate and promote excellence by rewardingteachers who have made a demonstrable impact on studentlearning and who enthuse, motivate and influence others todo the same.’ (HEFCE, 2004, p.3)Whilst CETLs are expected to show a ‘discernible impact’,we are told that they are not projects. We are all veryfamiliar with projects where we bid for funding toundertake development according to pre-definedprogramme goals. CETL is different in the sense that wewere invited to define for ourselves what ‘excellence’meant in our context.‘We do not attempt to define excellence in absolute or “goldstandard” terms. This … is more likely to constrain thanencourage institutions to select excellent practice in a localcontext.’ (p. 10)Projects bring with them a raft of expectations andmechanisms: accountability, targets, business plans,milestones and so on. CETLs come with a vision:‘Our vision for CETLs is of vibrant, dynamic entities with avisible presence in their institutions.’Projects provide us with a defined framework within whichto work, to plan our activities, and to demonstrate ourprogress, impacts and achievements. Perhaps, as MurraySaunders (2005) has discussed in a recent Higher EducationAcademy newsletter, CETLs are operating within a differentframework. Projects have been underpinned by technical-rational and resource-driven models of change. The newframework is underpinned by complexity models of change(Trowler, Saunders and Knight, 2003). Networks andpartnerships are seen as the way to harness the energy andvision of staff, and perhaps students, for positivedevelopment. These processes can seem ill-defined andunpredictable: however, this kind of approach fits well withthe proposals of the CETL in Assessment for Learning (AfL)at Northumbria, one of the 74 CETLs currently funded.(The full list can be found athttp://www.hefce.ac.uk/learning/TInits/cetl/final/)Putting principles into practice: a changemodel for a Centre for Excellence inTeaching and LearningLiz McDowell, University of Northumbria at NewcastleCETL Assessment for LearningThe CETL AfL is based on well-established innovativepractice and research in assessment. Our approach to AfLmeans that students benefit from assessment which doesfar more than simply test what they know. They take part inthe kinds of activities that are valuable in the long term,helping them to develop and providing them withguidance and feedback. They learn how to assessthemselves, and to support others, as future professionals.For us, AfL is not primarily a set of techniques but a re-conceptualisation of learning which can lead to a variety ofspecific practices.We use a set of six principles or conditions to express ourperspective on AfL. It requires a learning environment that:1. Emphasises authenticity and complexity in the contentand methods of assessment, rather than reproduction ofknowledge and reductive measurement2. Uses high-stakes summative assessment rigorously butsparingly, rather than as the main driver for learning3. Offers students extensive opportunities to engage in thekinds of tasks that develop and demonstrate theirlearning, thus building their confidence and capabilitiesbefore they are summatively assessed4. Is rich in feedback derived from formal mechanismssuch as tutor comments on assignments and studentself-review logs5. Is rich in informal feedback. Examples of this are peerreview of draft writing and collaborative project work,which provide students with a continuous flow offeedback on ‘how they are doing’6. Develops students’ abilities to direct their own learning,evaluate their own progress and attainments, andsupport the learning of others.The CETL is cross-institutional but is initially based in asmall number of core subjects: childhood studies,education, engineering, English, history, and psychology.Within each of these subjects there is a CETL Fellow whotakes a leading role in the enhancement of AfL practices.Although starting with a few subjects, we aim to influencepractice across the university. When considering how weshould go about this, the way forward seemed obvious – ifnot easy!  We can adapt our AfL principles and apply them,not to students and their learning, but to the process ofstaff and organisational learning that we believe cantransform practice across the university.19www.seda.ac.ukPutting principles into practice: a change model for a Centre for Excellence in Teaching and LearningUsing the six principles in changing AfL practiceThe rationale behind our AfL principles is that assessment isa crucial element of learning and teaching, and that weshould harness the power of assessment to promote goodlearning. If we then think about changing teaching andassessment practice as a process of learning at individual,collective and organisational levels, we can then see howour principles can be applied to the promotion of effectivechange.This shift of focus requires us to:1. Recognise and value complexity and authenticity in AfLpracticesWe expect AfL practice to vary considerably across differentcontexts, subjects, modes and levels of study. We aim tosupport staff in developing their own understandings andinterpretations of AfL principles and in developing AfLpractices that fit their subjects and contexts. This meansusing a partnership approach where everybody is engaged inlearning and strengthening their understandings of AfL andthe rich variety of ways in which it can be employed. This isquite different from change models which aim to promote‘best practice’ solutions or to disseminate ideas and methodsderived from pilot projects and ‘early adopters’.2. Use evaluation to support development and keepaccountability demands in checkFormative evaluation, which helps to improve AfL practiceand enables sharing of experiences and ideas, is a keycomponent of our activities. This contributes to a positiveclimate where engagement with AfL is fostered throughparticipation and social motivations. We do need to beaccountable but we do not want a heavy emphasis on hittingtargets to dominate what we do. We must enable emergentoutcomes and achievements to be fully taken into account indemonstrating the value of our activities. Over emphasis onaccountability demands can very easily lead to a reliance onincentives and sanctions as extrinsic motivators for change.The parallel here with the dangers of summative assessmentdominating our learning and teaching is clear.3. Assist staff to gain the confidence and capabilities todevelop their AfL practicesChange often requires support. Things often do not work outexactly as we hope and there are often disappointmentsalong the way. We aim to foster a positive environmentwhere colleagues in local teams, and across the university,can collaborate in delivering the kinds of educationalchanges they wish to promote, can exchange ideas,difficulties and solutions and share successes. We aim toprovide a wide range of tools and resources to help staff toaccess a range of AfL ideas and approaches that they mightadapt, and to alert them to potential pitfalls. Equallyimportant is our strategy to review and develop theuniversity environment, especially its procedures andprocesses, to make them more hospitable to therequirements of AfL. We need to address barriers to AfLpractices and to put more supportive structures in place.4. Use formal feedback to promote change in AfL practiceand in the university environmentAt the local or ‘classroom’ level, the use of evaluation toolsprovides formal feedback on the effectiveness of AfLapproaches and provides pointers towards furtherdevelopment. Broader organisational learning requiresdiscussion of AfL to be part of the formal processes anddecision-making systems. We ensure that AfL is consideredwithin the formal quality assurance and enhancementstructures and that we participate in relevant committees.CETL AfL has a voice in important decision-making bodies,such as Learning and Teaching Committees, and issufficiently  embedded to ensure that we are included informal consultations on matters relating to learning andteaching. Particularly important are formal links with thestudent body at institutional and departmental levels.5. Use informal feedback to promote change in AfL practiceand in the university environmentOur approach to AfL is based substantially on social modelsof learning. We expect learning to be more effective whenthere are opportunities to test out ideas and give and receivefeedback, to collaborate with others to meet challenges, andto broaden thinking and understanding through access to arange of views and perspectives. This is just as important forstaff as it is for students. CETL AfL supports interaction andcollaboration amongst immediate colleagues and developscommunities of interest across the university. We are greatlyassisted in this by having a physical centre. The CETL hubprovides a well-designed, well-equipped and welcomingenvironment where staff can meet and work together in avariety of ways, from organised meetings and workshops tochats over a cup of coffee. We are already noticing the waysin which this new environment can free up creative ‘space’for thinking about new developments and also the benefitsthat ‘bumping into’ like-minded colleagues can generate.6. Develop the university’s capacity to generate and supportpositive changeCETL AfL does this by helping to create an environmentwhich is supportive of change which is led at the local level,building on collaboration within existing teams and acrossthe university. We particularly contribute by providing tools,resources and support for change based on AfL principles. Asa very prominent focus, CETL ensures the visibility of thechange, progress and energy centred on AfL through theflows of communication and feedback within a complexinstitution.Rhetoric or reality?To some readers our change agenda may seem somewhatidealistic and perhaps impractical. It does differ from some ofthe accepted approaches to good project management,dissemination and embedding. If we go along with the often-heard claim that there is nothing so useful as a good theory(or set of principles?),20 www.seda.ac.ukEDUCATIONAL DEVELOPMENTS 7.2perhaps the utility of our approach will be assured. Ourchange agenda has, in fact, a dual history, being based onboth AfL principles developed over many years, andexperience of successful institutional-level changemanagement in relation to e-learning. In the e-learningdevelopment programme, successes were based on providingtools and support for locally-based developments, fosteringlearning through collaboration and communication, andinvesting considerable time and energy in transforming theuniversity environment into one which is user-friendly for e-learning. The parallels with our CETL AfL approach areevident.Nevertheless, there are still worrying moments. For example,when a committee demands to see progress on targets andfigures to back up the claims, and these seem to representonly an impoverished version of all the exciting activity that isreally going on. There are still times when a CETL directorwakes up in the night thinking: ’Are they really going tobelieve we’re achieving anything worthwhile?’   However,these concerns are part of the ‘gift’ of CETL status, bringingalong with it the opportunity to be part of a new frameworkfor change in higher education,  moving away from some ofLeading and ManagingPeople in EducationTony Bush and David MiddleswoodISBN 0 7619440 8 7Sage Publications, 2005The focus of Leading and ManagingPeople in Education is Schools andColleges; however, much of the bookis equally applicable to leadership andmanagement issues in tertiary andhigher education institutions.Educational leadership has become afield of global significance during thepast few years and the national andinternational research literature citedin this book reflect this. The authorsstart from the premise that developingpeople provides the best prospect ofenhanced and sustainableperformance and that recognition ofthis from leaders and managers islikely to be a motivating force inenhancing people performance.The book is divided into 3 sections:Leading and Managing People: Settingthe Scene; Key ConceptsUnderpinning Educational Leadership;Leading and Managing Key Processes.In the first section, the authors giveconsiderable attention to making theBook Reviewsthe constraints of technical-rational project-basedapproaches, and making it work!ReferencesHEFCE (2004) Centres for Excellence in Teaching andLearning: invitation to bid for funds, Bristol, HEFCE (availableat http://www.hefce.ac.uk/pubs/hefce/2004/04_05/).Saunders, M. (2005) ‘How can evaluation help managecomplex change?’, Academy Exchange, Issue 2, pp. 22–23.Trowler, P., Saunders, M. and Knight, P. (2003) Changethinking, change practices,LTSN Generic Centre (available at http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=262).Further informationThe CETL Afl web site is under development at: http://northumbria.ac.uk/cetl_afl/Liz McDowell is Director of CETL in Assessment for Learningand Professor in Academic Practice at the University ofNorthumbria at Newcastle.distinction between the twin conceptsof leadership and management. Theyargue that the two concepts must begiven equal prominence but it isimportant to recognise the differences.Quoting recent research, they suggestthat organisations which are overmanaged but lack strong leadershipeventually lose any sense of spirit andpurpose while poorly managedorganisations with strong charismaticleaders may soar temporarily only tocrash shortly thereafter. With this as abackdrop, this first section then coversa raft of issues such as motivation,professional development,empowerment, the importance ofrecognising the contribution of supportstaff to the success of the organisationand the nature of successfuleducational leadership. As anacademic staff member in a leadershipposition in a university, there wasmuch I learned in reading this sectionof the book.Moving to the second section of thebook, the authors provide an excellentchapter on organisational cultures.Given the increasingly diverse natureof the workforce and the ‘clients’ ofmost organisations, it is clearlyimportant to understand the conceptof culture at local, national, societaland organisational levels. Leaders andmanagers must recognise the influenceof ‘culture’ within their ownorganisations and understand itsimpact on the workforce. Leadingnicely on, the next few chapters focuson organisational structures and roles,staff motivation and job satisfaction,leading and managing for equalopportunities and leading andmanaging through teams.Each chapter provides pros and consof different styles of management andleadership and the book moves easilybetween national and internationalmini case studies of differentapproaches. The chapter onorganisational structures and roles, forexample, looks at issues of providingflexibility between managementprescribed roles for individuals andself-defined roles, the potential andthe pitfalls depending on governance,funding and the political imperativesassociated with different types ofeducational organisations.To the delight of this reader, theauthors have emphasised theimportance of staff motivation, jobsatisfaction and professionaldevelopment to the overall success ofthe organisation through enhancedretention of staff.

Centres for Excellence in Teaching and Learning: invitation to bid for funds,

How can evaluation help manage complex change?’,

Putting principles into practice: a change model for a Centre for Excellence in Learning and Teaching

Northumbria Research Link
Citation:  McDowell,  Liz  (2006)  Putting  principles  into  practice:  a  change  model  for  a  Centre  for  
Excellence in Learning and Teaching. Educational Developments, 7 (2). pp. 18-19. ISSN 1469-3267 
Published by: SEDA: Staff and Educational Development Association
URL: 
This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/3191/
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18 www.seda.ac.uk
EDUCATIONAL DEVELOPMENTS 7.2
The CETL initiative and models of change
Centres for Excellence in Teaching and Learning (CETLs) are
an initiative of the Higher Education Funding Council for
England. The aim of the initiative is to:
’recognise, celebrate and promote excellence by rewarding
teachers who have made a demonstrable impact on student
learning and who enthuse, motivate and influence others to
do the same.’ (HEFCE, 2004, p.3)
Whilst CETLs are expected to show a ‘discernible impact’,
we are told that they are not projects. We are all very
familiar with projects where we bid for funding to
undertake development according to pre-defined
programme goals. CETL is different in the sense that we
were invited to define for ourselves what ‘excellence’
meant in our context.
‘We do not attempt to define excellence in absolute or “gold
standard” terms. This … is more likely to constrain than
encourage institutions to select excellent practice in a local
context.’ (p. 10)
Projects bring with them a raft of expectations and
mechanisms: accountability, targets, business plans,
milestones and so on. CETLs come with a vision:
‘Our vision for CETLs is of vibrant, dynamic entities with a
visible presence in their institutions.’
Projects provide us with a defined framework within which
to work, to plan our activities, and to demonstrate our
progress, impacts and achievements. Perhaps, as Murray
Saunders (2005) has discussed in a recent Higher Education
Academy newsletter, CETLs are operating within a different
framework. Projects have been underpinned by technical-
rational and resource-driven models of change. The new
framework is underpinned by complexity models of change
(Trowler, Saunders and Knight, 2003). Networks and
partnerships are seen as the way to harness the energy and
vision of staff, and perhaps students, for positive
development. These processes can seem ill-defined and
unpredictable: however, this kind of approach fits well with
the proposals of the CETL in Assessment for Learning (AfL)
at Northumbria, one of the 74 CETLs currently funded.
(The full list can be found at
http://www.hefce.ac.uk/learning/TInits/cetl/final/)
Putting principles into practice: a change
model for a Centre for Excellence in
Teaching and Learning
Liz McDowell, University of Northumbria at Newcastle
CETL Assessment for Learning
The CETL AfL is based on well-established innovative
practice and research in assessment. Our approach to AfL
means that students benefit from assessment which does
far more than simply test what they know. They take part in
the kinds of activities that are valuable in the long term,
helping them to develop and providing them with
guidance and feedback. They learn how to assess
themselves, and to support others, as future professionals.
For us, AfL is not primarily a set of techniques but a re-
conceptualisation of learning which can lead to a variety of
specific practices.
We use a set of six principles or conditions to express our
perspective on AfL. It requires a learning environment that:
1. Emphasises authenticity and complexity in the content
and methods of assessment, rather than reproduction of
knowledge and reductive measurement
2. Uses high-stakes summative assessment rigorously but
sparingly, rather than as the main driver for learning
3. Offers students extensive opportunities to engage in the
kinds of tasks that develop and demonstrate their
learning, thus building their confidence and capabilities
before they are summatively assessed
4. Is rich in feedback derived from formal mechanisms
such as tutor comments on assignments and student
self-review logs
5. Is rich in informal feedback. Examples of this are peer
review of draft writing and collaborative project work,
which provide students with a continuous flow of
feedback on ‘how they are doing’
6. Develops students’ abilities to direct their own learning,
evaluate their own progress and attainments, and
support the learning of others.
The CETL is cross-institutional but is initially based in a
small number of core subjects: childhood studies,
education, engineering, English, history, and psychology.
Within each of these subjects there is a CETL Fellow who
takes a leading role in the enhancement of AfL practices.
Although starting with a few subjects, we aim to influence
practice across the university. When considering how we
should go about this, the way forward seemed obvious – if
not easy!  We can adapt our AfL principles and apply them,
not to students and their learning, but to the process of
staff and organisational learning that we believe can
transform practice across the university.
19www.seda.ac.uk
Putting principles into practice: a change model for a Centre for Excellence in Teaching and Learning
Using the six principles in changing AfL practice
The rationale behind our AfL principles is that assessment is
a crucial element of learning and teaching, and that we
should harness the power of assessment to promote good
learning. If we then think about changing teaching and
assessment practice as a process of learning at individual,
collective and organisational levels, we can then see how
our principles can be applied to the promotion of effective
change.
This shift of focus requires us to:
1. Recognise and value complexity and authenticity in AfL
practices
We expect AfL practice to vary considerably across different
contexts, subjects, modes and levels of study. We aim to
support staff in developing their own understandings and
interpretations of AfL principles and in developing AfL
practices that fit their subjects and contexts. This means
using a partnership approach where everybody is engaged in
learning and strengthening their understandings of AfL and
the rich variety of ways in which it can be employed. This is
quite different from change models which aim to promote
‘best practice’ solutions or to disseminate ideas and methods
derived from pilot projects and ‘early adopters’.
2. Use evaluation to support development and keep
accountability demands in check
Formative evaluation, which helps to improve AfL practice
and enables sharing of experiences and ideas, is a key
component of our activities. This contributes to a positive
climate where engagement with AfL is fostered through
participation and social motivations. We do need to be
accountable but we do not want a heavy emphasis on hitting
targets to dominate what we do. We must enable emergent
outcomes and achievements to be fully taken into account in
demonstrating the value of our activities. Over emphasis on
accountability demands can very easily lead to a reliance on
incentives and sanctions as extrinsic motivators for change.
The parallel here with the dangers of summative assessment
dominating our learning and teaching is clear.
3. Assist staff to gain the confidence and capabilities to
develop their AfL practices
Change often requires support. Things often do not work out
exactly as we hope and there are often disappointments
along the way. We aim to foster a positive environment
where colleagues in local teams, and across the university,
can collaborate in delivering the kinds of educational
changes they wish to promote, can exchange ideas,
difficulties and solutions and share successes. We aim to
provide a wide range of tools and resources to help staff to
access a range of AfL ideas and approaches that they might
adapt, and to alert them to potential pitfalls. Equally
important is our strategy to review and develop the
university environment, especially its procedures and
processes, to make them more hospitable to the
requirements of AfL. We need to address barriers to AfL
practices and to put more supportive structures in place.
4. Use formal feedback to promote change in AfL practice
and in the university environment
At the local or ‘classroom’ level, the use of evaluation tools
provides formal feedback on the effectiveness of AfL
approaches and provides pointers towards further
development. Broader organisational learning requires
discussion of AfL to be part of the formal processes and
decision-making systems. We ensure that AfL is considered
within the formal quality assurance and enhancement
structures and that we participate in relevant committees.
CETL AfL has a voice in important decision-making bodies,
such as Learning and Teaching Committees, and is
sufficiently  embedded to ensure that we are included in
formal consultations on matters relating to learning and
teaching. Particularly important are formal links with the
student body at institutional and departmental levels.
5. Use informal feedback to promote change in AfL practice
and in the university environment
Our approach to AfL is based substantially on social models
of learning. We expect learning to be more effective when
there are opportunities to test out ideas and give and receive
feedback, to collaborate with others to meet challenges, and
to broaden thinking and understanding through access to a
range of views and perspectives. This is just as important for
staff as it is for students. CETL AfL supports interaction and
collaboration amongst immediate colleagues and develops
communities of interest across the university. We are greatly
assisted in this by having a physical centre. The CETL hub
provides a well-designed, well-equipped and welcoming
environment where staff can meet and work together in a
variety of ways, from organised meetings and workshops to
chats over a cup of coffee. We are already noticing the ways
in which this new environment can free up creative ‘space’
for thinking about new developments and also the benefits
that ‘bumping into’ like-minded colleagues can generate.
6. Develop the university’s capacity to generate and support
positive change
CETL AfL does this by helping to create an environment
which is supportive of change which is led at the local level,
building on collaboration within existing teams and across
the university. We particularly contribute by providing tools,
resources and support for change based on AfL principles. As
a very prominent focus, CETL ensures the visibility of the
change, progress and energy centred on AfL through the
flows of communication and feedback within a complex
institution.
Rhetoric or reality?
To some readers our change agenda may seem somewhat
idealistic and perhaps impractical. It does differ from some of
the accepted approaches to good project management,
dissemination and embedding. If we go along with the often-
heard claim that there is nothing so useful as a good theory
(or set of principles?),
20 www.seda.ac.uk
EDUCATIONAL DEVELOPMENTS 7.2
perhaps the utility of our approach will be assured. Our
change agenda has, in fact, a dual history, being based on
both AfL principles developed over many years, and
experience of successful institutional-level change
management in relation to e-learning. In the e-learning
development programme, successes were based on providing
tools and support for locally-based developments, fostering
learning through collaboration and communication, and
investing considerable time and energy in transforming the
university environment into one which is user-friendly for e-
learning. The parallels with our CETL AfL approach are
evident.
Nevertheless, there are still worrying moments. For example,
when a committee demands to see progress on targets and
figures to back up the claims, and these seem to represent
only an impoverished version of all the exciting activity that is
really going on. There are still times when a CETL director
wakes up in the night thinking: ’Are they really going to
believe we’re achieving anything worthwhile?’   However,
these concerns are part of the ‘gift’ of CETL status, bringing
along with it the opportunity to be part of a new framework
for change in higher education,  moving away from some of
Leading and Managing
People in Education
Tony Bush and David Middleswood
ISBN 0 7619440 8 7
Sage Publications, 2005
The focus of Leading and Managing
People in Education is Schools and
Colleges; however, much of the book
is equally applicable to leadership and
management issues in tertiary and
higher education institutions.
Educational leadership has become a
field of global significance during the
past few years and the national and
international research literature cited
in this book reflect this. The authors
start from the premise that developing
people provides the best prospect of
enhanced and sustainable
performance and that recognition of
this from leaders and managers is
likely to be a motivating force in
enhancing people performance.
The book is divided into 3 sections:
Leading and Managing People: Setting
the Scene; Key Concepts
Underpinning Educational Leadership;
Leading and Managing Key Processes.
In the first section, the authors give
considerable attention to making the
Book Reviews
the constraints of technical-rational project-based
approaches, and making it work!
References
HEFCE (2004) Centres for Excellence in Teaching and
Learning: invitation to bid for funds, Bristol, HEFCE (available
at http://www.hefce.ac.uk/pubs/hefce/2004/04_05/).
Saunders, M. (2005) ‘How can evaluation help manage
complex change?’, Academy Exchange, Issue 2, pp. 22–23.
Trowler, P., Saunders, M. and Knight, P. (2003) Change
thinking, change practices,
LTSN Generic Centre (available at http://
www.heacademy.ac.uk/resources.asp?process=
full_record&section=generic&id=262).
Further information
The CETL Afl web site is under development at: http://
northumbria.ac.uk/cetl_afl/
Liz McDowell is Director of CETL in Assessment for Learning
and Professor in Academic Practice at the University of
Northumbria at Newcastle.
distinction between the twin concepts
of leadership and management. They
argue that the two concepts must be
given equal prominence but it is
important to recognise the differences.
Quoting recent research, they suggest
that organisations which are over
managed but lack strong leadership
eventually lose any sense of spirit and
purpose while poorly managed
organisations with strong charismatic
leaders may soar temporarily only to
crash shortly thereafter. With this as a
backdrop, this first section then covers
a raft of issues such as motivation,
professional development,
empowerment, the importance of
recognising the contribution of support
staff to the success of the organisation
and the nature of successful
educational leadership. As an
academic staff member in a leadership
position in a university, there was
much I learned in reading this section
of the book.
Moving to the second section of the
book, the authors provide an excellent
chapter on organisational cultures.
Given the increasingly diverse nature
of the workforce and the ‘clients’ of
most organisations, it is clearly
important to understand the concept
of culture at local, national, societal
and organisational levels. Leaders and
managers must recognise the influence
of ‘culture’ within their own
organisations and understand its
impact on the workforce. Leading
nicely on, the next few chapters focus
on organisational structures and roles,
staff motivation and job satisfaction,
leading and managing for equal
opportunities and leading and
managing through teams.
Each chapter provides pros and cons
of different styles of management and
leadership and the book moves easily
between national and international
mini case studies of different
approaches. The chapter on
organisational structures and roles, for
example, looks at issues of providing
flexibility between management
prescribed roles for individuals and
self-defined roles, the potential and
the pitfalls depending on governance,
funding and the political imperatives
associated with different types of
educational organisations.
To the delight of this reader, the
authors have emphasised the
importance of staff motivation, job
satisfaction and professional
development to the overall success of
the organisation through enhanced
retention of staff.


http://nrl.northumbria.ac.uk/id/eprint/3191/1/McDowell%20L%20-%20Putting%20principles%20into%20practice...%20article.pdf

Putting principles into practice: a change model for a Centre for Excellence in Learning and Teaching

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