Do teaching innovation projects make a difference? Assessing the impact of small-scale funding

Condom, Mònica Feixas i; Usarralde, María Jesús Martínez; López-Martín, Ramón

doi:10.1080/13583883.2017.1417470

Cited by 13 publications

(24 citation statements)

References 15 publications

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“…Towndrow et al, 2010) have gained increasing attention over the last decade. These programmes are also known as "innovative teaching projects" (Kauffeld & Othmer, 2019;Benz-Gydat et al, 2021;Feixas et al, 2018;Hellmann et al, 2014;Jütte et al, 2017).…”

Section: Case Descriptionmentioning

confidence: 99%

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Promoting educational innovations and change through networks between higher education teachers

2021

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Innovation in higher education teaching is essential to respond to global challenges and actively improve teaching (e.g. through new technologies), necessitating the implementation of educational reform programmes that fund educational innovations. Although currently deployed strategies frequently promote networks between innovators to diffuse educational innovations, little is known about the efficiency of these networks or whether they promote innovation diffusion. This study investigates a network comprising 88 higher education teachers who received funding for their educational innovations in a German university. We collected longitudinal data by asking higher education teachers from whom they adopted innovative teaching ideas and requesting self-reports on innovative teaching climate. Our findings show that the teachers’ social network had a smaller path length and more clustering than might be expected by chance. This observation might indicate that the examined educational innovation network exhibits a small-world property and allows efficient exchange of ideas among the teachers. In line with our hypotheses, the network’s initial tendency toward hierarchy and homophily decreased over time in response to strategies and network interventions. In summary, this study provides initial empirical support that educational reform programmes can create efficient educational innovation networks, facilitating innovation diffusion and promoting change in higher education teaching.

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Section: Case Descriptionmentioning

confidence: 99%

“…These endeavours have focused on improving teaching at different levels (e.g., the course, programme, or system level; see Hasanefendic et al, 2017) and enhancing student learning (e.g. Kauffeld et al, 2019a, Feixas et al, 2018.…”

Section: Introductionmentioning

confidence: 99%

Promoting educational innovations and change through networks between higher education teachers

2021

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“…En España, a excepción del premio EDUCA al mejor profesor universitario nacional, los premios institucionales son otorgados a través de los consejos sociales de las universidades o bien por las comunidades autónomas (como la Distinción de la Generalitat de Catalunya) y han comenzado a otorgar premios a la excelencia docente y la innovación docente principalmente desde principios del año 2000 (Feixas et al 2018).…”

Section: El Auge De Los Premios Docentes Como Iniciativa Para Reconocunclassified

Premios docentes con impacto: más allá del reconocimiento a la excelencia

Condom

Zellweger

2020

REDU

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<p class="Default">Los premios docentes son instrumentos dinámicos para desarrollar iniciativas institucionales y promover la calidad en la enseñanza. En España su trayectoria tiene menos historia y poco se ha publicado al respecto, no obstante en centro Europa y en los países anglosajones los premios llevan varias décadas formado parte de la educación superior. Tras años de otorgar premios, las instituciones quieren saber si están cambiando la percepción sobre la importancia de la docencia universitaria y cómo deberían diseñarse para que además de reconocer y honorar la excelencia docente, también promuevan el desarrollo sistemático de la cultura del aprendizaje en la organización, así como el Scholarship of Teaching and Learning (SoTL). En este artículo revisamos la bibliografía sobre las iniciativas de excelencia en la docencia y en concreto los premios a la excelencia en docencia; se muestran las concepciones de excelencia subyacentes a los premios y las ventajas y retos que se derivan de su implementación. Existen evidencias de que los premios docentes que no solo se otorgan para reconocen una trayectoria docente ejemplar sino que además promueven el desarrollo de proyectos transformativos, tienen mayor impacto no solo en el desarrollo docente individual sino también el colectivo e institucional. Un ejemplo que se muestra es el Premio de Desarrollo Docente de la Zurich University of Teacher Education. Finalmente, se presentan algunas recomendaciones para su implementación.</p>

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“…The existence of such causality was confirmed by the results of surveys carried out by Breslin [48], according to which a peak in creative fluency normally occurred around midday. The level of innovation and simultaneously, student satisfaction is also influenced by the design of the innovation project as well as the innovation culture of the teaching team [49]. A further positive, significant and direct influence on team members' creativity levels is the level of the intra-team collaborative dynamic [50].…”

Section: Creativity In the Education Processmentioning

confidence: 99%

Expectations Versus Reality: What Matters to Students of Economics vs. What They Receive from Universities?

Mamica

Mazur

2019

Education Sciences

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The phenomenon of increasing tuition fees is one of the factors which reinforce the increasingly consumerist attitudes among students towards the product (understood as a whole process of university education) they receive from universities. The aim of the study is to characterise the difference between the expectations of students and the extent to which those expectations are met by universities. This analysis also focuses on the conditions that determine this perception of what universities offer and discusses selected issues concerning the relations between universities and industry. The findings demonstrate why creativity, apart from practical knowledge, is one of the most important aspects in the process of education, where a student’s graduation work is aimed at solving specific problems in companies and institutions. In the empirical part of the paper, students’ opinions about the importance of selected aspects of the education process are compared with the level of support provided by universities. The research covered 505 students of economics from 10 different countries. Their expectations of the educational process with regard to the majority of its aspects (apart from theoretical knowledge) proved to be higher than those of their universities. The findings of this research may thus be useful in formulating optimal study plans.

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Do teaching innovation projects make a difference? Assessing the impact of small-scale funding

Cited by 13 publications

References 15 publications

Promoting educational innovations and change through networks between higher education teachers

Promoting educational innovations and change through networks between higher education teachers

Premios docentes con impacto: más allá del reconocimiento a la excelencia

Expectations Versus Reality: What Matters to Students of Economics vs. What They Receive from Universities?

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