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    Driving departmental change through evaluation: some outcomes and problems.

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    Date
    2000
    Author
    Hall, Richard;
    Harding, Derek
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    Abstract
    This paper identifies the ways in which a three‐year technology‐based learning and teaching project has addressed the issue of catalysing departmental change. In order to promote change at this level, it is necessary to relate the accepted learning and teaching parameters of specific disciplines to meaningful evaluation data of student and staff perceptions, in an attempt to broaden the understanding of academic staff. Thus, a number of factors become important to the process of change including: supportive role models within departments; forging feasible departmental implementation plans; utilizing support staff with a technical and pedagogical awareness; and fully involving students in curriculum development and design. Inhibitors to change also need to be noted, for instance: time‐management; resource and training allocation; and a lack of managerial support. However, the creation of a supportive structure which highlights good practice is fundamental in gaining uptake of materials and in changing perceptions. An acceptance of staff development needs in the light of the objectives of both the student and the curriculum is required This holistic approach provides a suitable environment for the symbiosis between learning and teaching to develop.
    Description
    Citation : Hall, Richard and Harding, Derek (2000) Driving departmental change through evaluation: Some outcomes and problems. Association for Learning Technology Journal, 8 (1). pp. 19-29
    URI
    http://hdl.handle.net/2086/10813
    ISSN : 0968-7769
    Research Group : Institute for Education Futures
    Research Institute : Institute for Research in Criminology, Community, Education and Social Justice
    Research Institute : Centre for Urban Research on Austerity (CURA)
    Peer Reviewed : Yes
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    • School of Applied Social Sciences [2086]

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