02/11/2016 1 ‘Sweet’ strategies for higher education developers working in the third space Photo credit: Ellen Lessner Professor Rhona Sharpe Oxford Brookes University SEDA Conference 2 Nov 2016 @rjsharpe My interests Learner experience research Supporting online learners Developing digital leaders About the Oxford Centre for Staff and Learning Development (OCSLD) “OCSLD specialises in providing bespoke staff and educa8onal development interven8ons which meet ins)tu)onal strategic and opera8onal needs. About the Oxford Centre for Staff and Learning Development (OCSLD) Our approach to working with you is dis8nc8ve and transforma8ve, tailoring and delivering workbased interven8ons for exis)ng teams to meet their immediate and future needs. This is supported by strong exper8se in evalua)on to monitor outcomes.” Academic Development Framework 12 x 50,000 69 89% 1/4 OCSLD Annual Review 2015/16 www.brookes.ac.uk/OCSLD/About-OCSLD/Annual-reviews/
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‘Sweet’ strategies for higher education developers working in the third space
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02/11/2016
1
‘Sweet’ strategies for higher education developers working in the third space
Photo credit: Ellen Lessner
Professor Rhona Sharpe Oxford Brookes University
SEDA Conference 2 Nov 2016
@rjsharpe
My interests
Learner experience research
Supporting online learners
Developing digital leaders
About the Oxford Centre for Staff and Learning Development (OCSLD)
“OCSLD specialises in providing bespoke staff and educa8onal development interven8ons which meet ins)tu)onal strategic and opera8onal needs.
About the Oxford Centre for Staff and Learning Development (OCSLD)
Our approach to working with you is dis8nc8ve and transforma8ve, tailoring and delivering work-‐based interven8ons for exis)ng teams to meet their immediate and future needs. This is supported by strong exper8se in evalua)on to monitor outcomes.”
OCSLD exists in the third space between academic and professional services. Where we work as unbounded professionals . . . . . . who have evolved a SWEET approach to higher education development … which we use to help Brookes thrive in these changing times.
Recent changes in UK HE
§ Raising tuition fees § Removing number controls
§ Introduction of TEF § Efficiency targets from comprehensive spending reviews
§ Apprenticeships § Creation of Office for Students
§ Brexit
§ Changes in funding for student teachers and nurses
§ Research assessed by impact
§ Lower entry barriers for other HE providers
§ Application of Competition and Markets Authority rules to HE
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“We’re adaptable and flexible, and consider a fresh approach in everything we do - because we know our sustainability depends on a pioneering spirit.”
Bounded professionals Work within clear structural boundaries e.g. function, job description
Cross-boundary professionals
Actively use boundaries for strategic advantage and institutional capacity building
Unbounded professionals Disregard boundaries to focus on broadly-based projects and institutional development
Blended professionals Dedicated appointments spanning professionals and academic domains
Whitchurch, C. (2008)
Make it easier to disrupt institutional practices
The stalled progress in some facul8es was an uncertainty of which budgets development of MOOCs should be coming from and how to allocate staff 8me within the workload planning framework (Roberts et al., 2015).
Faculty-based Open Online Course(s)
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OCSLD Open Online Courses - Online mentors employed by
several universities (OBHE, 2013) - Expert participants (Waite et al,
2013) - Certificates and badges - Light touch quality assurance - Shared modules and credit
transfer - Ability to negotiate staff roles,
responsibilities and workload
“A goal of all formal education should be to graduate students who live lives of consequence” - John Henry Brookes
Brookes Attributes
Embedding graduate attributes into the curriculum
“There is more to life than simply doing a job. The graduates of our higher education system will be more than employees/employers, they will also be future leaders in our world and our neighbours and so affects our lives at all levels. What do we want these people to be like?” (Haigh & Clifford, 2010)
Why graduate attributes? “Every undergraduate programme will include the
development of the five graduate attributes”
• Graduate Attributes Roadshows
Awareness raising
• Graduate Attributes in Action website
• Case studies • Mapping tools • Screencasts
Programme mapping
• Programme specification
• Mapping document
• Narrative
Documentation
What do we know about how lecturers design courses?
§ Pragmatically, in response to changing circumstances e.g. increasing class sizes (Sharpe & Oliver, 2007).
§ A social practice, governed by precedent and habit (Blackmore & Kandiko, 2012)
§ Within the constraints of practicalities e.g. timetabling (Masterman, 2013)
§ Visually (Masterman, 2013) § Informed by general design principles rather than learning theory (Sharpe & Oliver, 2013)
Course Design Intensives Dempster, Benfield & Francis (2012)
Working in extended teams
Visualising the learner journey
Challenging designs through peer review
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Documentary analysis of 90 programme specification documents. Sharing of examples of how graduate attributes had been interpreted within the disciplines The disciplinary differences between how graduate attributes are expressed are in explaining the ways and contexts in which elements of the attributes are put to use.
Evaluation Part 1 Staff Engagement Evaluation Part 1 Staff Engagement
Evaluation Part 2 Student Engagement
• How much has your coursework emphasised the following mental activities?
• How often have you done each of the following? • How much has your experience at this institution
contributed to your knowledge, skills and personal development in these areas?
How often have you…? How much has Brookes contributed to..?
Graduate Attributes as a measure of learning gain
Learning gain in Active Citizenship Strategic Excellence project
ABC Learning Gains project with OU and Surrey
abclearninggains.com/���
openbrookes.net/cci/
• Strategy for Enhancing the Student Experience defined 5 Graduate Attributes 2010/11
• Mapping exercise in programme teams • Revised Programme Specification docs 2011/12 • Analysis of all new documentation • Teaching Practices Collection 2012/13 • Development of engagement survey • Training for Validation and Review
§ motivations § expectations § management § enablers and constraints § professional impact § recommendations
2 x Program
Managers
2 x Principle Lecturers
1 x professional services
2 x Associate
Deans
Experiences of project leaders
Deeply committed
to their projects (not
careers)
Freedom and autonomy
helped them deliver
Academic identity was less fixed, more fluid
Enabling ‘light touch’ program
support
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Recommendations for working in the third space:
§ Take advantage of the fluidity of roles and structures to develop and implement innovative models for staff and student learning. § Conduct and share investigations and evaluations to inform decision making. § Use the lack of protocols to develop skills in new ways of working. § Expand this approach. Create and evaluate new roles and career pathways into and out of them.
The importance of evaluation
In this presentation I have drawn on the following internal reports: Moore, S. (2016) Oxford Brookes Engagement Survey, October 2016. Pavlakou, M. & Sharpe, R. (2014) Leading institutional change projects: a qualitative study and lessons for the second Programme for Enhancing the Student Experience.. Roberts, G., Llewellyn, S., Sharpe, R. & Benfield. G. (2015) Project final report: Developing Open Online Courses for Oxford Brookes. Sharpe, R., Benfield, G., Corrywright, D. & Green, L. (2013). Evaluation of the Brookes Graduate Attributes: Year 1 Final Report.
References Ansoff, H. (1957) Strategies for diversification. Harvard Business Review, (Sept-Oct)
Beetham, H. & Sharpe, R. (2013) Rethinking Pedagogy for a Digital Age. Second edition. Routledge. Chapters by Liz Masterman and Martin Oliver
Blackmore, P. and Kandiko, C. (2012) Strategic Curriculum Change: Global trends in universities. London and New York: Routledge.
Dempster, J., Benfield, G. & Francis, R. (2012) An academic development model for fostering innovation and sharing in curriculum design. Innovations in Education and Teaching International, 49 (2), 135-147
Haigh, M. & Clifford, V. (2010) Widening the Graduate Attribute debate: a higher education for global citizenship. Brookes eJournal of Learning and Teaching. 2 (5)
OBHE (2013) Horizon Scanning: What will higher education look like in 2020?, Observatory of Borderless Higher Education.
Oliver, M. (2015) From openness to permeability: reframing open education in terms of positive liberty in the enactment of academic practices. Learning, Media and Technology, 40 (3), 365-384.
PA Consulting (2015) Lagging behind: are UK universities falling behind in the global innovation race? PA Consulting group Higher Education Survey 2015 http://www.paconsulting.com/our-thinking/higher-education-report-2015
Roberts, G., Llewellyn, S., Sharpe, R. & Benfield. G. (2015) Project final report: Developing Open Online Courses for Oxford Brookes, January 2015, Oxford Brookes University, Oxford.
Waite, M., Mackness, J., Roberts, G. & Lovegrove, E. (2013) Liminal Participants and Skilled Orienteers: Learner Participation in a MOOC for New Lecturers, Journal of Online Learning and Teaching, 9 (2), http://jolt.merlot.org/vol9no2/waite_0613.htm
Whitchurch, C. (2008) Shifting identities and blurring boundaries: the emergence of Third Space professionals in UK higher education, Higher Education Quarterly, 62 (4), 377-396.
Whitchurch, C. & Gordon (2013) Staffing models and institutional flexibility, Leadership Foundation for Higher Education: London.