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dc.contributor.authorHall, Richarden
dc.contributor.authorHarding, Dereken
dc.date.accessioned2015-03-19T10:30:18Z
dc.date.available2015-03-19T10:30:18Z
dc.date.issued2000
dc.identifier.citationHall, Richard and Harding, Derek (2000) Driving departmental change through evaluation: Some outcomes and problems. Association for Learning Technology Journal, 8 (1). pp. 19-29en
dc.identifier.issn0968-7769
dc.identifier.urihttp://hdl.handle.net/2086/10813
dc.description.abstractThis 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.en
dc.description.urihttp://repository.alt.ac.uk/317/
dc.language.isoenen
dc.publisherAssociation for Learning Technologyen
dc.subjectinstitutional changeen
dc.subjecte-learningen
dc.subjectproject managementen
dc.subjecthigher educationen
dc.titleDriving departmental change through evaluation: some outcomes and problems.en
dc.typeArticleen
dc.researchgroupInstitute for Education Futuresen
dc.peerreviewedYesen
dc.explorer.multimediaNoen
dc.funderHigher Education Funding Council for Englanden
dc.projectidTLTP3, Chic Projecten
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justiceen
dc.researchinstituteCentre for Urban Research on Austerity (CURA)en


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