Managing Change in Higher Education: Assessing Staff Perceptions of the Impact of Semesterization

Milliken, John; Colohan, Gerry

doi:10.1080/03797720120037886

Cited by 4 publications

(4 citation statements)

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“…Probationary and tenured teachers also have particular beliefs on approaches to teaching specific subject matters to students: formal lecturing, small-group teaching in classes or tutorials, large-group teaching or laboratory work. They struggle with their pedagogical and scientific knowledge of the subjects they teach and their ability to take declarative and semantic knowledge and represent it in ways that is comprehensive to students within the new scenario of the European convergence that assumes changes in credit accumulation, modularisation of study programmes, and semesterisation of the academic year (Milliken & Colohan, 2000). Moreover, beginning faculty and part-time teachers make great efforts while enduring difficulties with the terms and conditions of employment (e.g.…”

Section: Needs Of Junior Faculty Part-time Teachers and Assistant Tementioning

confidence: 98%

An Innovative Junior Faculty Online Development Programme

Villar

Alegre

2006

E-Learning and Digital Media

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This study examines whether two online courses offering educational support for junior faculty have a positive effect on their attitudes to learning and curriculum and teaching capacities (CTC). The data used in the analysis are from two 2005 online university training courses. The tasks the online courses assign to faculty, the resources they provide, the learning environment they create, and the conversations they provoke proved to be consequential in shaping faculty's attitudes. The results also indicate that junior faculty who participate in individual and collective online developing activities, such as constructing teaching episodes and communicating with other colleagues, are more likely to gain a better understanding of how to teach their scientific disciplines.

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Section: Needs Of Junior Faculty Part-time Teachers and Assistant Tementioning

confidence: 98%

An Innovative Junior Faculty Online Development Programme

Villar

Alegre

2006

E-Learning and Digital Media

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“…Pascale (1991) cited in Milliken and Colohan (2000), argues that productive change roams somewhere between over‐control and chaos, and getting the proportions right in this instance proved highly challenging. Since universities are collegiate organisations, the action plan needed to be embedded within and owned by each of the six faculties.…”

Section: Problems To Be Addressedmentioning

confidence: 99%

“…It was therefore necessary collectively both to identify very clearly the areas in need of enhancement and to put into place a plan of action that could deliver these improvements. Pascale (1991) cited in Milliken and Colohan (2000), argues that productive change roams somewhere between over-control and chaos, and getting the proportions right in this instance proved highly challenging. Since universities are collegiate organisations, the action plan needed to be embedded within and owned by each of the six faculties.…”

Section: Problems To Be Addressedmentioning

confidence: 99%

Bringing about positive change in the higher education student experience: a case study

Brown

2011

Quality Assurance in Education

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PurposeThe purpose of this article is to outline the ways in which staff of a post‐1992 UK university set about enhancing the student experience, at a time when the institution had poor student evaluations as demonstrated by the UK National Student Survey and other indicators. Using a range of interventions led by the PVC (Academic), a concerted effort is made to improve classroom teaching, assessment and feedback, and the ways in which actions taken in response to student feedback were reported back to students.Design/methodology/approachThe article reviews some of the literature available on the NSS and on bringing about changes in universities, and demonstrates how such approaches were put in place.FindingsOver a period of 18 months, it was possible to report significant changes in practice, resulting in demonstrable improvements, both in NSS scores and staff morale.Research limitations/implicationsThe article uses a reportage approach, describing the steps taken as part of an evidence‐informed approach: potential future work will be undertaken by a new team, following a wide‐ranging restructuring of the university.Practical implicationsIt was necessary to recognise that teaching staff felt they were already working very hard, so changes had to be both manageable for staff and demonstrably leading to measurable improvements.Social implicationsThe article argues that a top‐down approach alone is insufficient to bring about rapid changes in a difficult context, and describes how diverse agents' enacted improvements.Originality/valueThe quality enhancement approaches described here are shared by a number of universities with similar aims: the originality of the approach lies in its coherence and collaborative nature, which combined evidence‐led leadership and cross‐institutional commitment.

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“…Issues with modularization still arise in more recent studies, for example Barnett and Coate highlight a possible absence of "curriculum" as an integrating factor which suggests that course modules exist independently of each other and do not create a unified whole (Barnett & Coate, 2004). Whilst the intensity of debate over modularization has diminished, relatively recent surveys still suggest that the whole process of transition was at least in part motivated by a "misunderstanding of classical economics on the part of neo-liberal higher education administrators" (Milliken & Colohan, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Engaging undergraduates with research to promote cumulative learning

Connor¹

2016

IJRSE

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This paper argues that academia is undergoing a crisis, particularly in terms of some institutions experiencing growing student disengagement. Many changes to curriculum design and delivery have been focused on the modularisation of degree programmes to promote greater flexibility for a changing student demographic. This paper suggests that modularisation has the potential to create segmented learning, where students learn particular content in isolation and do not create linkages between knowledge gained across different modules. It is suggested that blurring boundaries between modules can address concerns about segmentalism. It is also suggested that blurring boundaries between other academic structures can also add value, for example the distinction between teaching and research. This paper presents a number of examples of work-in-progress strategies for using the creation of a third space of learning where research is used to generate cumulative learning.

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Managing Change in Higher Education: Assessing Staff Perceptions of the Impact of Semesterization

Cited by 4 publications

References 5 publications

An Innovative Junior Faculty Online Development Programme

An Innovative Junior Faculty Online Development Programme

Bringing about positive change in the higher education student experience: a case study

Engaging undergraduates with research to promote cumulative learning

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