Disseminating development initiatives in British higher education: a case study
The Effective Teaching and Assessment Programme (ETAP) was commissioned and funded by the Higher Education Funding Councils for England, Scotland and Wales and ran during the academic year 1993-4. Its aim was to identify and disseminate best practice in specific subject areas, student support and re...
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| Veröffentlicht in: | Higher education 1997-04, Vol.33 (3), p.309-329 |
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| description | The Effective Teaching and Assessment Programme (ETAP) was commissioned and funded by the Higher Education Funding Councils for England, Scotland and Wales and ran during the academic year 1993-4. Its aim was to identify and disseminate best practice in specific subject areas, student support and resource based learning. ETAP supported five projects, each undertaken by a consortium of British higher education institutions. This paper reports an evaluation of the programme based on interviews with leaders of the individual projects, along with a questionnaire survey of potential users of the products of the programme. A framework is offered for interpreting the results of the evaluation. Six different meanings of the word "dissemination" are identified, corresponding to the different degrees to which users actively engage with materials produced. These distinctions are applied to the data collected and the findings are summarised in terms of the key notions of awareness of what is available, the attitude of teaching staff toward centrally-produced materials, and the accessibility of those materials. The implications of these three concepts are discussed in relation to the technical, organisational and presentational issues which promote or hinder the effectiveness of the dissemination. A number of policy recommendations for Funding Councils and institutions are outlined. ( DIPF/Abstract übernommen) |
| doi_str_mv | 10.1023/A:1002959730812 |
| format | Article |
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Its aim was to identify and disseminate best practice in specific subject areas, student support and resource based learning. ETAP supported five projects, each undertaken by a consortium of British higher education institutions. This paper reports an evaluation of the programme based on interviews with leaders of the individual projects, along with a questionnaire survey of potential users of the products of the programme. A framework is offered for interpreting the results of the evaluation. Six different meanings of the word "dissemination" are identified, corresponding to the different degrees to which users actively engage with materials produced. These distinctions are applied to the data collected and the findings are summarised in terms of the key notions of awareness of what is available, the attitude of teaching staff toward centrally-produced materials, and the accessibility of those materials. The implications of these three concepts are discussed in relation to the technical, organisational and presentational issues which promote or hinder the effectiveness of the dissemination. A number of policy recommendations for Funding Councils and institutions are outlined. 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Its aim was to identify and disseminate best practice in specific subject areas, student support and resource based learning. ETAP supported five projects, each undertaken by a consortium of British higher education institutions. This paper reports an evaluation of the programme based on interviews with leaders of the individual projects, along with a questionnaire survey of potential users of the products of the programme. A framework is offered for interpreting the results of the evaluation. Six different meanings of the word "dissemination" are identified, corresponding to the different degrees to which users actively engage with materials produced. These distinctions are applied to the data collected and the findings are summarised in terms of the key notions of awareness of what is available, the attitude of teaching staff toward centrally-produced materials, and the accessibility of those materials. The implications of these three concepts are discussed in relation to the technical, organisational and presentational issues which promote or hinder the effectiveness of the dissemination. A number of policy recommendations for Funding Councils and institutions are outlined. 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| ispartof | Higher education, 1997-04, Vol.33 (3), p.309-329 |
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| language | eng |
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| source | Springer Online Journals Complete; PAIS Index; JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Academic learning Attitudes Case studies Councils Educational development Educational innovation Educational provision Educational resources Effective Teaching and Assessment Programme Effizienz Engineering education Evaluation Funding Großbritannien Higher education Hochschule Hochschulunterricht Instructional Effectiveness Instructional materials Learning Lehrbuch Lehre Lehrmittel Lehrveranstaltung Leistungsmessung Lernen Questionnaires Student Studies Teacher Effectiveness Teaching Teaching methods United Kingdom Unterrichtstechnologie Word meaning |
| title | Disseminating development initiatives in British higher education: a case study |
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