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This study aimed to investigate the transformational impact of introducing significant new learning technology in an Australian university over the time period 2007–2009. The exploration of this transformation is grounded in a social–ecological systems approach to the management of technology enhanced learning environments in the face of constant c...
Context in source publication
Context 1
... author has developed the Adaptive Cycle Framework (Figure 2) as a sys- tems analysis tool for understanding and managing the dynamics of a changing environment, in particular the technology-enhanced learning environment, when an educational institution moves through a period of transformation brought about by the introduction of new learning technology (Buchan 2008b;Uys 2009). The Adap- tive Cycle Framework will be used here to contextualise the findings of this study and to illustrate the transformation at an institutional level that can be attributed to learning technology. The findings and deep thinking associated with this phase of the research have contributed to the further development of the Adaptive Cycle Framework as it is presented ...
Citations
... Several researchers condensed the process into three or four steps (Herbers 1998;Merriam and Caffarella 1999;Taylor 2007). Some researchers pointed out that transformation can occur in any stage and at different speeds (Buchan 2011) These claims are in congruence with that of Mezirow (1991) who said that TLT is not a stage theory and its phases are not fixed stages of development. The phases are not linear and not all are required for transformative learning to take place (Cranton 1994;Mezirow 1994). ...
The role of pre-service teacher education is crucial in culturally diverse contexts where conflict exists. Thus, this study examined whether pre-service teachers’ multicultural sensitivity can be increased through a Transformative Learning Theory-based online course. The developed course underwent expert evaluation and pilot-testing before its implementation. T-test comparisons of pre- and post-tests with 97 Filipino pre-service teachers show a statistically significant increase in overall multicultural sensitivity. While the effect size is modest based on Cohen’s d, 84.5% of the pre-service teachers claimed to have experienced positive change. All pre-service teachers who claimed to have experienced positive change identified the individual reflection activities to have influenced their change. This study can be replicated in other contexts. The course design can be adopted, but some of the course content has to be contextualized. The findings of this study can inform both theory and practice on how multicultural sensitivity can be increased and how Transformative Learning Theory can be applied in online course design.
Purpose
Through using a realist approach, this study aims to identify the key moderators of multi-campus effectiveness through a systematic literature review, with a focus on faculty staff and student satisfaction.
Design/methodology/approach
Following preferred reporting items for systematic reviews and meta-analyses guidelines, information from peer-reviewed journal papers relating to multi-campus universities was located. The systematic search spanned a 10 year period (2009 to 2019) and returned 538 results. After duplicates were removed, and titles, abstracts and full-texts were screened, 14 papers matched the eligibility criteria.
Findings
Four key moderators were identified through the thematic analysis: inconsistent technology, hesitation to innovate, geographical separation of staff and geographical separation of students.
Originality/value
By exploring the moderators, the study provides policy and practice professionals in higher education with a complex understanding of the key contexts that can hinder the success of staff and student satisfaction at multi-campus universities. To enhance the tangibility of the current review, the study concludes with practical steps forward for enhancing staff and student satisfaction at multi-campus universities.
Purpose
– The purpose of this paper is to qualitatively describe an attempt to enhance curriculum design and delivery processes in universities through the development and introduction of new information systems and procedures.
Design/methodology/approach
– The author examines the experiences of five out of the total 27 institutions involved in the UK JISC Curriculum Design and Delivery programme as they attempted to implement campus-wide changes.
Findings
– Common themes that emerged across all five projects were the interconnectedness of university systems, proliferation of alternative “feral” systems, a tendency for project remits to drift, resistance from other parts of the institution, planning imperatives, staff turnover and dependency failures. Conclusions are that cultural change underpins effective innovation and that cultural change is harder than technical innovation.
Practical implications
– Change is best achieved through participatory, campus-wide approaches, although a “submarine” strategy may be necessary to deflect opposition. Stakeholders should be kept informed about benefits to them and it is important for projects to be responsive and adaptive and to recognize that participatory approaches may be institutionally risky. The paper concludes with practical recommendations for achieving lasting large-scale change in the higher education environment.
Originality/value
– The JISC Curriculum Design and Delivery programme was arguably the largest single co-ordinated Information and Communication Technology-based change management programme yet seen in the UK and the findings of this study provide insights into common barriers to effective change in universities and how to overcome them.
