Resisting innovation talk in higher education teaching and learning


Autoria(s): Winslett, Gregory M.
Data(s)

21/05/2012

Resumo

The exhortation to innovate is a pervasive one that occupies a central position across university mission statements, strategic plans, marketing literature and job titles. This paper locates a discourse of innovation within a history of Australian federal higher education policy, a history that may bear similarity with other national contexts. This paper names this discourse as an innovation talk that influences our teaching and learning practices, a discourse that can be reconfigured in a way that opens up the possibility for change. As such, this paper presents an analytical process used to resist taken-for-granted views of what constitutes valuable teaching practices. Suggestions for re-conceptualising how universities govern and support teaching and learning innovation are drawn from analysis of key federal policies that have influenced university practices in recent years.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/50580/

Publicador

Taylor & Francis

Relação

http://eprints.qut.edu.au/50580/2/50580.pdf

DOI:10.1080/01596306.2012.745728

Winslett, Gregory M. (2012) Resisting innovation talk in higher education teaching and learning. Discourse : Studies in the Cultural Politics of Education, 35(3).

Direitos

Copyright 2012 Taylor & Francis

This is a preprint of an article whose final and definitive form has been published in the Discourse: Studies in the Cultural Politics of Education (C) 2012 (copyright Taylor & Francis); Studies in the Cultural Politics of Education is available online at: http://www.tandf.co.uk/journals/titles/01596306.asp

Fonte

Division of Technology, Information and Learning Support

Palavras-Chave #130000 EDUCATION #teaching and learning #innovation #policy #academic development #HERN #resistance #discourse analysis #higher education
Tipo

Journal Article