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FINNUT-Forskning og innovasjon i utdanningssektoren

Innovasjon for god undervisningskvalitet i høyere utdanning - studieledelse, læring og undervisning i endring (SLUSEN)

Alternative title: Innovation for excellence in teaching quality in higher education

Awarded: NOK 6.2 mill.

SLUSENs' key innovative element is to develop stronger communities between leadership of study programs and teachers, between teachers at departments, and between those who are responsible for teaching qualification programs and local communities. The overall aim is to strengthen teaching for enhancing students' learning. Phase 1: mapping There is a need to reveal how academic communities at UiT and UiB collaborate about teaching and how teaching qualification might contribute to strengthening such collaboration. Furthermore, the mapping focus on current practice of teaching qualification at UiT and UiB, and of current practice of educational leadership. Mapping practices of: Teachers' qualification programs Former participants at teachers' qualification programs (TQP) at UiB and UiT are interviewed about what they learned at the programs and whether it has affected their practice. They also talked about collaboration in teaching, and about educational leadership in their local community. The interviews show that TQP has affected the teaching for many of these former participants. Furthermore, there is a great variety in how teachers collaborate about teaching. However, there seem to be few leaders who engage in development of teaching at the participants' local communities. Educational qualification of research supervisors Interviews with supervisors, evaluations from previous courses and a larger evaluation of the research schools at UiT, reveal that there is a need for development of the competence of supervisors. Educational leadership Based on data from a questionnaire survey, as well as interviews with study program leaders at UiT, there seem to be three main models of leadership of study programs. Operational and administrative tasks dominate the work of the leaders and there is not much pedagogical leadership. Collaborative culture Through observation of Strategic Education Committee at UiT and Education Committee at UiB, we explore quality of teaching at a strategic level by focusing on which issues are discussed and how they are discussed. Additionally, group interviews were conducted with leaders at faculties to investigate the connection between strategic level and leadership in different parts of the organization according to enhancement of teaching and learning. A case study at UiB,investigates how a specific discipline with ambitions to become a Centre for Excellent Teaching, has worked with development and collaboration of teaching. Leaders are interviewed about their work with leadership of and collaboration in teaching. Phase 2: development and testing of new models for qualification of educational leaders and teachers Educational qualification of: Research supervisors A course that aims to qualify about 100 supervisors each year has been developed. To strengthen the connection with local communities, faculty contacts and a local supervisors' day is established at each faculty. Significant digital learning resources for the participants are developed. Basic pedagogical competence A new model for TPQ from 2019, emphasizes that participants must complete a development project in their own teaching. To strengthen the local underpinning of this project, local mentors are initiated to support their work. Understanding and using the learning platform Canvas is important for digital competence for teachers at UiT.The platform is actively used throughout the program. Local communities To strengthen digital competence, workshops for entire local communities of educators are developed. The work is related to specific professional environments and their tasks and challenges. The pedagogical approach in using digital tools is the starting point, and the leaders are involved. Leadership of study programs A survey was carried out through a dialogue conference with 76 leaders. The purpose was to discuss how study program leadership should find its form in the future. Two directions were suggested: it was encouraged that study program leadership needs a clearer framework. Furthermore, leaders at study program level should master knowledge and skills such as pedagogical leadership, professional leadership and leadership that is more generic. Phase 3 Due to the pandemic, resources were used to develop digital solutions for teaching. For the courses TQP and the supervision course, digital resources are used as a source of knowledge for the participants in their work to achieve the necessary competence. For the further implementation work, a broad evaluation of the courses with critical scrutinization and discussion is important. Based on formal and informal evaluation, the courses have been further developed. A need for some physical meetings was highlighted, as well look at the digital resources. As an ending of the project, an educational conference: Quality of education changing? Between realities and ideals was organized in Feb 2022. The conference had 160 participants.

- Systematisk arbeid med datainnsamling og litteratursøk som har ført til en ny modell Program for utdanningsfaglig basiskompetanse. - Systematisk arbeid med datainnsamling og litteratursøk har ført til en pilot for utviklingsprogram for studieprogramledere. Piloten evalueres nå og skal videreutvikles - Systematisk arbeid med datainnsamling og litteratursøk som har ført til en ny modell for kurs i forskningsveiledning - Utviklings- og forskningsprosjekt om kollegaveiledning som har bidratt til økt fokus på en kollegial praksis for utvikling av undervisning ved et fakultet. - Styrking av kompetanse når det gjelder systematisk kvalitetsarbeid for undervisning gjennom evaluering av undervisning. Dette gjennom forskning og publisering. - Styrking av kompetanse på utdanningsledelse gjennom forskning på feltet, en PhD avhandling planlegges levert i des. 2022. - Konferanse nasjonalt der forholdet mellom idealer og praksis i arbeidet med utdanningskvalitet ble drøftet

Hovedmålet med innovasjonsprosjektet er å å fremme god undervisningskvalitet i høyere utdanning gjennom å utvikle pedagogisk kvalifisering av ansatte og ledelse av studieprogrammer, og etablere en tett kobling mellom disse to funksjonene. Gjennom dette vil vi styrke samarbeid om undervisning, vitenskapelig ansattes identitet som undervisere, deres praktiske undervisningskompetanse, og deres motivasjon for utvikling av egen undervisning. Vi vil også styrke ansattes kompetanse i å lede utdanning, som enkeltpersoner og som gruppe, og på tvers av flere campus. Hensikten er å utvikle en praksis som sikrer intendert læringsutbytte og dannelse, og at studentenes drivkraft for egen læring økes. UiT Norges arktiske universitet (UiT) er laboratoriet for utprøving, i komparasjon med Universitetet i Bergen (UiB). For å utvikle nye strukturer og kvalifiseringsordninger legger vi lokale undervisningskulturer og praksiser som inngår i studieprogramledelse ved UiT og UiB til grunn. Innovasjonen er altså den strukturelle koblingen mellom studieprogramledelse, kompetanseutvikling og utvikling av undervisningspraksis. Vi mangler imidlertid kunnskap som kan sette oss i stand til å tenke nytt om de foreliggende strukturene, modellene og kvalifiseringsordningene, gitt de kulturene som råder i ulike fagmiljøer, i den form for tradisjonsrike institusjoner som universitetene er. For å lykkes med innovasjonen vil forberedende kartleggingsstudier, utvikling og utprøving, og samtidig følgeforskning med medvirkning fra sentrale aktører være helt avgjørende. Vi må regne med å drive problemløsning gjennom forbedring og utvikling, så vel som innovasjonsarbeid av mer disruptiv karakter. Prosjektet er et flerfaglig prosjekt under ledelse av rektoratet, med forskningsledelse og forskningsinnsats fra forskere ved Ressurssenter for undervisning, læring og teknologi (Result) ved UiT Norges arktiske universitet og fra Institutt for pedagogikk ved Universitetet i Bergen.

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FINNUT-Forskning og innovasjon i utdanningssektoren