1. Change strategies

2. Why change? New skills and competencies updating -life long learning searching for new knowledge interdisciplinary and creative problemsolving co-operation Profile for the university Decrease drop out rates Motivation for the single teacher

3. Phases in change Motivation phase –Creating ideas, concrete, inspiration, change agents Decision –Bottom up and top down Planning –General overview of all elements (objectives, content, methods, assessment, organisation, etc.) –Specific details Implementation –Supervision –Process skills – PBL-skills Evaluation and improvement

4. Difficulties Reluctant staff –First group the enthusiastic staff – the third group of teachers are the opposition of the reform Understanding of differentiated objectives Collaboration among staff Insecurity among staff (office, position) Loss of authority, change in the role of being an expert Support from the middle level of leaders

5. Institutional change Bottom up as well as a top down process a need for change agents create motivation among staff credit - and status of teaching activities physical facilities must be considered institutional support - time, ressources, recognition

6. strategies Faculty development strategy Curriculum development strategy – single courses System change

7. Faculty development – improvement? UK-research: without training staff getting more teacher centred – with training staff getting more student oriented Australian research: students will copy teachers approach to the content (deep – surface) Scandinavian research: more activity

8. Training UK: voluntary. Each institution its own programme – however it is accreditated DK: compulsory. Each institution its own programme Sweden: compulsory. Each institution its own programme. 6 weeks. Norway: compulsory. Each institution its own programme. 64 hours. Baden Württemberg: voluntary. Ministery (top- down) program with establishment of fac. Development centres

9. Single courses Bottom up strategies Faculty development unit In realtion to PBL, the Bottom up strategy supports the “small steps”. Half models – loose the overall objectives, especially -Change of top management -Satisfaction with the small steps teachers

10. Lund University, Sweden Breakthrough project – large scale faculty development The Pedagogical Academy, Titel: ETP (Excellent Teaching Practice) + raise in salary 200 hours

11. Outcome ¼ - 1/3 of the teachers have participated Heads of departments are involved Increased interdisciplinarity and curriculum development projects Participants: development of language Lund university is getting a leading role in future development

12. Aalborg University, Denmark General: Requirement that the assistant professor receive supervision and coaching Compulsory training for assistant professors (175 hours - 1½ year) –4 modules – practice-theory-practice- –Portfolio method –Supervisor from department and from faculty development centre

13. Outcome of training 300 assistant professors Evaluation of the form: –Satisfaction with the form/methods of the course –Basically a difficult model to run, because it is based so much on decentralised strategy

14. Learning outcomes Reflection on learning outcomes –Mental Model for analysing new situation –Language –Tools –Diverse competencies –Breaking the tacit knowledge: Don’t do as I do – do as I say…..

15. IPN Pedagogical network for Engineering 3 universities and 6 engineering colleges Courses, seminars, etc No formal requirement at college level, but.. Each institution has a position After 7 years, pedagogic is on the agenda and nearly all institutions have formulated pedagogical models

16. Faculty development strategies (Colet, 2003) Up-front modelInteractive model Distributed model Training courses and comprehensive certified programmes Counselling and curriculum development projects R&D in the field of teaching and learning Non academic teacher training centres Academic centre for university teaching and learning Individual teacherGroups of teachers

17. Top down strategies Systemic changes create resistance and top-down strategies are needed: - basic change - management task together with change agents, fac. Development units and the teachers Faculty development unit

18. System change Twente, Rijkswiik, Maastricht, the Netherlands, UCL, Belgium University of Aveiro, Portugal Queens university, Canada NTNU, Norway

19. Premises for change to PBL Use both top-down og bottom up Faculty development units involved Action research integrated Motivation for development and experiments Subject based pedagocial knowledge is needed

20. A case total institutional change total institutional change unique change unique change from an independent small institution to become a part of a much bigger institution from an independent small institution to become a part of a much bigger institution change of both new pedagogic and organisation change of both new pedagogic and organisation physical distance physical distance establishing research establishing research condition: support from the leaders condition: support from the leaders

21. Main activities in the change process 3 teachers from Esbjerg following the system in Aalborg before the actual change 3 teachers from Esbjerg following the system in Aalborg before the actual change training courses for all staff training courses for all staff consultants with teachers from Aalborg going to Esbjerg during the actual change consultants with teachers from Aalborg going to Esbjerg during the actual change

22. Project Classroom teaching with no project work and individuel assessment 85% lecturing 15% project The Esbjerg Model Individual assessment

23. Project Project courses lectures seminar Study courses and lectures Examination - oral or written: passed/ failed Examination - marked by the scale of 0 - 13 50% lecturing 50% project The Aalborg Model supervision

24. Results Physical conditions, group space Physical conditions, group space teamwork among colleague- experiencing each other in new roles teamwork among colleague- experiencing each other in new roles from a fixed schedule that dictates a teaching schedule to calendar planning from a fixed schedule that dictates a teaching schedule to calendar planning secretarial group needed to create new organisational framework for channelling information through the system. secretarial group needed to create new organisational framework for channelling information through the system.

25. Teachers approach