1. A theory of institutional change, and what we learned through practice CETL Conference, Sheffield Hallam University, 20 th May 2010 Philippa Levy

2. modelling the process of research within the student learning experience

3. 3 Overview Our desired outcomes and our theory Success factors Ethos Student partnership Cross-professional working Engagement strategies Structural and organisational features Issues and challenges

4. resources, e nablers p rocesses, activities desired o utcomes A theory of change, using EPO indicators

5. Desired institutional outcomes Enhanced learning and teaching (IBL) Vibrant networks of practice, with links to wider networks Stronger strategic commitment to IBL and links between LR&T, greater reward and recognition for teaching Enhanced evidence-base, resources and capacity for IBL 5

6. A theory of change Reward and recognise Support development and innovation Align the physical estate Develop networks and student partnership Promote strategic engagement Stimulate evaluation, scholarship, research Disseminate practice and outcomes widely Develop the co-curriculum 6

7. Some institutional feedback (staff) …the most impressive and inspirational project I have encountered in 17 years of university life outstandingly successful such a reach across a range of areas, impact is both deep and varied top of my list of things to retain (in the university) a significant presence a dynamic creative force a safe zone for experimentation a great umbrella department for good ideas a central space for diverse stakeholders to come together… 7

8. An unanticipated outcome CETL perceived to have made strong contribution to cultural change in educational development practice at the university

9. Ethos Creativity and risk-taking Experimentation Participation Inclusivity Partnership Community Scholarship and inquiry

10. Cross-professional working Pedagogy-focused partnership for new space design Library liaison role Commissioned support model

11. Student partnership Co-facilitated (staff-student) student ambassador network Working groups Project and departmental roles Events Consultancy/advisory Evaluation and research

12. Engagement strategies Variety and creativity in events and communications Informal and social networking approaches (and spaces) Strong student participation Targeted events (e.g. for professional services) Network and SIG co-ordination (ILN, SoTL) Building external network connections

13. Engagement strategies Focused thematic priorities Light-touch procedures, tolerance of open- endedness in project plans Multi-level targeting (individuals/teams, departments, Faculties) Proactive support, winged messengers, blended roles, research partnerships Institutional research (LRT Project)

14. Structural and organisational features Participatory planning and governance Senior managers championing and support Strategic alignment with structural autonomy Linked in to policy (Sheffield Academic) Strong team and partnership ethos Iconic physical location Academic leadership, research focus Blended roles e.g. development/research, ICT/pedagogy Use of Theory of Change framework

15. Outcomes - cultural change indicators Emergence of new cross-disciplinary language about L&T Student partnership work spreading More pedagogically-oriented learning space design spreading Improved understanding of L&T and RT nexus in Professional Services (incl. Estates, IT) Higher visibility of students at learning and teaching events Higher profile for Librarys educational development role More emphasis on social and informal interactions, experimentation with social networking tools

16. Key issues and challenges Resource for participatory and network-oriented change facilitation Capturing the benefits of loose coupling - structural autonomy + strategic alignment Building on organisational learning about change facilitation processes

17. modelling the process of research within the student learning experience