Change Strategies for Educational Transformation

Change Strategies for Educational Transformation
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教育转型的变革策略

DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Robin King
Robin King
中科院分区：
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文献类型：
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作者：
C. Reidsema;R. Hadgraft;Ian T. Cameron;Robin King

文献摘要

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摘要作者提交的一份立场文件表明，尽管有证据表明工程学课程朝着最佳实践方向变化，但主要是在操作层面存在重大障碍，这使人们对更广泛地采用来之不易的成果的可能性产生了疑问。有人认为，变革是必要的，它(I)通过改变选定的基本假设和制度行为、程序和产品来改变制度的文化；(Ii)是深刻和普遍的，影响着整个制度；(Iii)是有意的；以及(Iv)随着时间的推移而发生(Kezar&Eckel，2002)。也有人认为，这种性质的变革领导权必须分配，而不是仅仅放在院长和副校长的脚下。根据澳大利亚学习与教学委员会(ALTC)项目“工程教育中基于设计的课程改革”的观察和证据，以及最近完成的ALTC学科学者工程学者调查，提出了一项变革战略，该调查基于对企业、大学和教学中的转型变化的研究。这一改革模式建议建立一个以经纪模式为基础的改革推动者网络，通过系统地、直接地与工程学院的战略/战术和业务层面接触，改进最佳做法和领导能力。
Abstract The authors present a position paper suggesting that while there is evidence for change within engineering curricula towards best practice, there are significant barriers primarily at the operational level, which bring into question the likelihood of more widespread adoption of hard won gains. It is argued that transformational change is required which (i) alters the culture of the institution by changing select underlying assumptions and institutional behaviours, processes, and products; (ii) is deep and pervasive, affecting the whole institution; (iii) is intentional; and (iv) occurs over time (Kezar & Eckel, 2002). It is also argued that change leadership of this nature must be distributed, not solely laid at the feet of Deans and Vice Chancellors. A strategy for change is presented based on observations and evidence from the Australian Learning and Teaching Council (ALTC) project “Design based curriculum reform within engineering education” and the recently completed ALTC Discipline Scholars’ Survey of Engineering Academics grounded in the research for transformational change within businesses, universities and teaching and learning. This model for change proposes the development of a network of change agents built on a brokerage model to improve best practice and leadership capacity through systematically and directly engaging with the strategic/tactical and operational levels of engineering faculties.