Responses to a policy initiative: the case of Centres for Excellence in Teaching and Learning

Gosling, David; Hannan, Andrew

doi:10.1080/03075070701573799

Cited by 26 publications

(24 citation statements)

References 4 publications

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“…These smaller groupings of universities allow them to gain access to additional resources. Although not evident amongst the PVC-Ts in this study, Gosling and Hannan (2007) reported that some universities in the teaching and learning arena collaborated in order to access some of the £5.3 million set aside for the initiation and development of Centres for Excellence in Teaching and Learning (CETLs) by HEFCE in 2005.…”

Section: Discussionmentioning

confidence: 88%

Pursuing financial stability: a resource dependence perspective on interactions between pro-vice chancellors in a network of universities

Pilbeam

2012

Studies in Higher Education

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Section: Discussionmentioning

confidence: 88%

Pursuing financial stability: a resource dependence perspective on interactions between pro-vice chancellors in a network of universities

Pilbeam

2012

Studies in Higher Education

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“…These studies offered various perspectives on how academic excellence can be achieved and nurtured through macrolevel interventions. We found studies assessing the impact of government policies, like research funding and its optimum utilization (Brennen 1994;Smith, Crookes, and Crookes 2013) and setting up of specialized centres (Centres for Excellence in Teaching and Learning, England) (Gosling and Hannan 2007) on academic excellence. Scholars have studied the aftermath of initiatives taken by academic communities, like university accreditation (Hou 2012;Sahay and Thakur 2007;Sinha and Subramanian 2013) and resources mobilization (Wangenge-Ouma and Langa 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Facets of academic excellence in management education: conceptualization and instrument development in India

Shukla

Singh

2015

Studies in Higher Education

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The present work conceptualizes the idea of Academic Excellence in Management Education (AEM) in the Indian context. AEM is defined as a set of attributes that favourably and significantly contribute to a wide range of academic activities from faculty's perspective. The paper also describes grounded-theory approach for development of an instrument for measuring AEM. A total of 634 faculty members from 17 management institutes in India participated in a three-stage study by adopting a mix of qualitative and quantitative techniques. Finally, a 20-item instrument is obtained that assessed AEM across five categories and demonstrated adequate psychometric properties, viz. reliability, content validity and concurrent validity. As expected, AEM categories were found variously related to attitudes and performance of faculty members. Major implications of these findings are discussed, and future course of research is suggested.

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“…This challenge is not simply one faced by Australian academic developers, but applies in many other countries. One notable example is the change in the UK government's policy regarding the five-year program of Centres for Excellence in Teaching and Learning (Gosling & Hannan, 2007). At the conclusion of the project, neither the government nor, in many cases, the individual universities was willing to support continued pedagogical changes with further funding, and developers were left to move on to new initiatives (Brighton & Ambrose, 2011).…”

Section: Introductionmentioning

confidence: 98%

Achieving sustainability in learning and teaching initiatives

Brew

Cahir

2013

International Journal for Academic Development

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Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one specific institutional priority can support future learning and teaching strategies. Two examples of efforts to integrate research and teaching are discussed to demonstrate the length of time needed to develop institutional understanding and how to create sustainable resources to meet the needs of changing initiatives. The paper highlights the importance of a sustainable approach to ever-changing learning and teaching priorities, suggesting that resources and other work developed to meet institutional initiatives should be structured so that they can be readily reused or adapted when policies change. The paper concludes by drawing out some implications for academic development.

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Responses to a policy initiative: the case of Centres for Excellence in Teaching and Learning

Cited by 26 publications

References 4 publications

Pursuing financial stability: a resource dependence perspective on interactions between pro-vice chancellors in a network of universities

Pursuing financial stability: a resource dependence perspective on interactions between pro-vice chancellors in a network of universities

Facets of academic excellence in management education: conceptualization and instrument development in India

Achieving sustainability in learning and teaching initiatives

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