Spheres of Influence: Ventures and Visions in Educational Development*

3-6 July, 2002
The University of Western Australia
Perth, Western Australia

Abstract

An organisational approach to educational development in teaching learning strategies in context

Denise Chalmers, University of Queensland, Australia
Ronald Smith, City University, Hong Kong
Paul Lam, City University, Hong Kong

An organisational change approach to educational development was undertaken by one division in a large Hong Kong university with the aim of enhancing the quality of student learning through teaching students effective learning strategies. The impetus for the program was a major curriculum re-organisation which reduced the number of courses students needed to complete for their degree.

The head of the division was committed to achieve a change in current teaching practice and invited teaching staff to undertake the program. Over 60 teachers from a variety of different disciplines were involved in the program which was designed to provide them with tools and techniques to teach learning strategies to students in their own courses. The teachers, in three cohorts, participated in semester long educational development programs over 3 semesters in 2000 and 2001. They were provided with support and resources by the educational development unit throughout the program.

Previous research had found that many students leave university without acquiring effective learning strategies and skills that would facilitate their learning in the future. For example, they could complete their university courses without developing effective information and problem solving skills and with only a limited range of learning strategies. Research and educational development programs on teaching learning strategies had been conducted in Australia (eg. Chalmers & Fuller, 1996). Chalmers and Fuller found that university teachers can help prepare students for lifelong learning by teaching them learning strategies and that this is best done if the strategies are taught by university teachers in the context of their regular coursework. However, these programs were undertaken by interested individual teachers, not as part of an organisational change strategy.

This paper reports on the program in Hong Kong and its outcomes. It also looks at issues related to conducting a professional development program as an organisational strategic initiative.

Key words:
Teaching learning strategies

Objectives, outcomes and activities:
This project was undertaken to implement an educational development program that had been demonstrated to be effective in an Australian context but where the participants were all volunteers. The program in the Hong Kong context was implemented with the aim of achieving organisational change but where the participants were not necessarily voluntary. The effectiveness of this program was largely dependent on support from senior management and buy-in from the participants themselves. The commitment from the senior management was provided for the duration of the program but achieving commitment for the staff themselves was more problematic. This paper provides a candid examination of these issues and has implications for educational development programs a variety of contexts.

The intention for the presentation is to provide a brief overview of the program and then focus on the effectiveness of the program in achieving individual and organisational change. It is intended that the conference delegates would then be invited to comment and contribute their comments and experiences on the issues raised.

Denise Chalmers is Director of the Teaching and Educational Development Institute (TEDI), at the University of Queensland. TEDI has responsibility for academic staff development, learning resource and educational multimedia development, evaluation of teaching and learning and the overall coordination of the University's staff development programs. Denise has researched and published in the areas of professional development, teaching and learning in higher education, learning resource development and flexible delivery.

Dr Ronald Smith is Director, Centre for the Enhancement of Learning and Teaching (CELT) City University, Hong Kong. Ronald has worked in higher education in Hong Kong and Canada for over 30 years, as the Director of CELT, a professor in Mathematics and in Education, and as the Director of a faculty development program. His areas of expertise include the evaluation and improvement of teaching and learning, with a particular focus on issues related to the development of professional competence. His current research interests include the creation of ethical standards and guidelines for professional developers and the understanding and promotion of the scholarship of teaching and learning.

Paul Lam is project officer for the Teaching for Learning project and is based in Centre for the Enhancement of Learning and Teaching (CELT) City University. Paul has been responsible for the organisation of the workshop program, ongoing support of the participants, the development of resource materials and monitoring and evaluating the program.

Contact: Denise Chalmers, email: d.chalmers@mailbox.uq.edu.au