Applying a Constructivist Framework to Strategic Change and Innovation in a UK Research-Intensive University
Reflecting on cultural dimensions and variations that characterise and impact on higher education, I aim to outline constructivist principles that may help to guide the management of change and innovation in research-intensive universities. In addition, participants will be presented with a framework (the Adaptive-Generative Development Model or AGDM) for conceptualising, implementing and evaluating innovative practice.
More specifically, I will discuss how constructivist principles and the AGDM were applied to the building of capacity for approaches to policy and practice that are evidence-based. Qualitative outcomes of two main strategies will be presented: (1) findings of a consultation involving a cross-section of staff, academic and academic-related, and students with a view to identifying key educational themes and issues that might be informed by evidence-based research and (2) the extent to which objectives were achieved as a result of a year-long seminar series involving senior education staff, educational developers and educators generally. The presentation will conclude with a revisit to optimal cultural orientations that support both teaching and research in research-led universities and that are inherently necessary in a changing and complex landscape.
Keywords:
Cultures in Academia, Constructivism, Change and Innovation, Evidence-based Policy and Practice, Adaptive-Generative Development Model
Stream:
Change
Presentation Type:
30 minute Paper Presentation in English
Paper:
Applying a Constructivist Framework to Strategic Change and Innovation in Research-Intensive Universities
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Dr George Richard Lueddeke
Senior Lecturer in Medical Education, School of Medicine, University of Southampton
UNITED KINGDOM
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Interests and responsibilities in Canada included provision of workshops, across Canada and internationally, on self-directed, collaborative multi-mediated learning, managing innovative curriculum projects at local, provincial and national levels, being a founding member (chair) of an Ontario consortium that initiated a multi-institutional model for new faculty development, leading pioneering ventures such as institutionalising accreditation of prior experiential learning and distance learning, locally and provincially and educational research. Work in the UK has concentrated on adapting some of the Canadian developments in the UK, developing a new teacher orientation programme, evolving a theoretical framework/model for change management (i.e. the Adaptive-Generative Developemnt Model-AGDM), coordinating quality assurance and enhancement for one of the highest-ranked UK schools of medicine and implementing an innovative interprofessional learning programme involving eleven health and social care programmes from two Universities. Most recent studies have focused on alumni perceptions of their medical school experience (approved for publication), identifying medical student views on the quality of feedback received on their learning and new policy development, devising University job descriptions for educational developers from entry level to chair, and building capacity for evidence-based policy and practice research across a research-intensive University, applying the A-GDM. Most of these developments have been published in international journals.
Ref: M06P0084
