Reflections on the changing nature of educational development

Gibbs, Graham

doi:10.1080/1360144x.2013.751691

Cited by 231 publications

(192 citation statements)

References 11 publications

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“…Relating Gibbs (2013) to the model by Hannah and Lester (2009), there seems to be a trend to focus more on the meso or the institutional level; however it seems not to be present in the literature. Within engineering education, the success of the CDIO initiative (conceive, design, implement and operate) which started out in 2004 and now has more than 110 members from all over the world (CDIO 2014a) underpins the point that there is a trend in moving to a more combined systems approach.…”

Section: Faculty Development As Leader Interventionmentioning

confidence: 97%

“…Graham Gibbs is one of the pioneers of faculty development in the UK and is well known internationally as one of the founders of the International Consortium for Educational Developers (ICED). In a recent article, he outlined 11 different faculty development activities ranging from developing the individual teacher to developing the institution and quality development systems (Table 2) (Gibbs 2013).…”

Section: Faculty Development As Leader Interventionmentioning

confidence: 99%

“…Change in engineering education is a slow process, and making change is an emerging research area (Gibbs 2013).…”

mentioning

confidence: 99%

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Response strategies for curriculum change in engineering

Kolmos

Hadgraft

Holgaard

2015

Int J Technol Des Educ

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During the last 25 years, there have been many calls for new engineering competencies and a corresponding gradual change in both curriculum and pedagogy in engineering education. This has been a global trend, in the US, Europe, Australia and now emerging in the rest of the world. Basically, there have been two main types of societal challenges that many engineering institutions have responded to: the employability skills of graduates and the need for a sustainability approach to engineering. These are two very different challenges and societal needs; however, the ways engineering institutions have responded form a consistent pattern across many of the content aspects. No matter the specific character of change, three very different curriculum strategies seem to have evolved: an add-on strategy, an integration strategy or a re-building strategy; the latter involves substantial curriculum re-design. The add-on strategy and integration strategy are the ones most commonly used, whereas the re-building strategy is at an emerging stage in most engineering education communities. Most engineering schools find it very challenging to re-build an entire curriculum, so smaller changes are generally preferred. The purpose of this article is to conceptualise these institutional response strategies in a wider literature and present examples of curriculum change within both employability and sustainability. We will maintain that all these strategies are based on management decisions as well as academic faculty decisions; however the implications for using the various strategies are very different in terms of system change, role of disciplines, leader interventions and faculty development strategies. Furthermore, institutions might use all types of response strategies in different programs and in different semesters. The conceptual framework presented here can provide analytical anchors, hopefully creating more awareness of the complexity of systemic change.

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Section: Faculty Development As Leader Interventionmentioning

confidence: 97%

Section: Faculty Development As Leader Interventionmentioning

confidence: 99%

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Response strategies for curriculum change in engineering

Kolmos

Hadgraft

Holgaard

2015

Int J Technol Des Educ

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“…Öğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi. (Gibbs, 2013).…”

Section: Introductionunclassified

Evaluation of teachers’ opinions on sustainability of school-based change policies<p>Öğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi

Balkar

Karadağ

2015

HumanSciences

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The aim of this study is to determine the opinions of secondary school teachers on sustainability of school-based educational and administrative change policies at schools. Qualitative and quantitative research methods and techniques were used together in the study and therefore the study was conducted through mixed research method. The participants of the study consisted of 210 secondary school teachers working in the central districts of Gaziantep province. The participants were chosen by using maximum variation sampling on a volunteer basis. Data of the study were collected through an interview form including standardized open-ended questions. Qualitative and quantitative techniques were used in the analysis of collected data. As a result of the study, it is determined that school-based change policies were especially established for educational issues. Change policies should be accordant with school culture and should be systematic in order to gain acceptance of teachers and become practicable in this way. It is also revealed that teachers should have a certain number of characteristics facilitating implementation of changes. It is concluded that Özet

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“…At the same time, we concede that educational developments are complex and multifaceted phenomena that elude easy analysis and resist automatic application to other contexts. Furthermore, we accept that the concept of educational development is contested in the literature, reflecting diverse and sometimes contradictory assumptions about the character and significance of formal education and the contributions of development to enacting relevant educational provision (see for example Amundsen & Wilson, 2012;Bridges, 2014;Gibbs, 2013). The concept is 'multi-faceted, inter-related, overlapping and dynamic' (Land, 2001, p. 10).…”

Section: Introductionmentioning

confidence: 99%

Researching and Extending Developments in Contemporary Educational Practice

Lock¹,

Redmond²,

Danaher³

Educational Developments, Practices and Effectiveness

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The field of contemporary education abounds with multiple practices designed to enhance the effectiveness of teaching approaches and to maximise students' learning outcomes. Yet we still know relatively little about what works in terms of teaching and learning in different educational contexts. In particular, if we are to advocate the wider application of particular kinds of educational developments, we need to conduct and evaluate research about the foundations of those developments and the factors that promote and/or inhibit their success.This chapter distils some key findings from current scholarship about educational developments and how they are practised in varied professional contexts. The analysis of these findings is informed by a number of conceptual frameworks gleaned from contemporary research into the elements of effective educational strategies in specific teaching and learning domains. Key concepts from these frameworks are in turn used to identify the central questions about educational developments and practices addressed by the authors of the subsequent chapters in this book. More broadly, this chapter contributes to continuing debates about both the pre-requisites and the effects of effective teaching and learning approaches and strategies in widely varying educational contexts.

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Reflections on the changing nature of educational development

Cited by 231 publications

References 11 publications

Response strategies for curriculum change in engineering

Response strategies for curriculum change in engineering

Evaluation of teachers’ opinions on sustainability of school-based change policies<p>Öğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi

Researching and Extending Developments in Contemporary Educational Practice

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