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EJ971961 - Lessons Learnt from Literature on the Diffusion of Innovative Learning and Teaching Practices in Higher Education

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ERIC #:	EJ971961
Title:	Lessons Learnt from Literature on the Diffusion of Innovative Learning and Teaching Practices in Higher Education
Authors:	Smith, Karen
Descriptors:	Higher Education; Innovation; Best Practices; Educational Practices; Literature Reviews; Educational Innovation; Instructional Innovation; Synthesis; Performance Factors; Performance Technology; Predictor Variables; Educational Change; Educational Development; Change Strategies
Source:	Innovations in Education and Teaching International, v49 n2 p173-182 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	10
Pub Types:	Journal Articles; Reports - Research
Abstract:	Faced with the challenges of the changes in: higher education, educational developers' roles and the use of innovation to stimulate change, this study aimed to synthesise literature dealing with the diffusion of innovative learning and teaching practices in higher education to determine what lessons could be learnt. The findings suggest that the following need to be considered if innovations are to influence widespread change: senior management support, recognition of the time needed to change practices, appropriate skill development, contextualised innovation, supportive networks and a solid institutional infrastructure. The paper also considers the difficulties faced when trying to generalise guidance in an area wrought with the complexities of change and calls for further research that problematises the realities of innovation diffusion.
Abstractor:	As Provided
Reference Count:	74

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1470-3297
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1080/14703297.2012.677599

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