The Case of CUL

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Standard

The Case of CUL. / Lauridsen, Ole; Jensen, Torben K.; Jørgensen, Bente Mosgaard; Hjerrild, Maja.

2012. Abstract fra International Consortium for Educational Development 2012, Bangkok, Thailand.

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

Harvard

Lauridsen, O, Jensen, TK, Jørgensen, BM & Hjerrild, M 2012, 'The Case of CUL' International Consortium for Educational Development 2012, Bangkok, Thailand, 23/07/2012 - 25/07/2012, .

APA

Lauridsen, O., Jensen, T. K., Jørgensen, B. M., & Hjerrild, M. (2012). The Case of CUL. Abstract fra International Consortium for Educational Development 2012, Bangkok, Thailand.

CBE

Lauridsen O, Jensen TK, Jørgensen BM, Hjerrild M. 2012. The Case of CUL. Abstract fra International Consortium for Educational Development 2012, Bangkok, Thailand.

MLA

Vancouver

Lauridsen O, Jensen TK, Jørgensen BM, Hjerrild M. The Case of CUL. 2012. Abstract fra International Consortium for Educational Development 2012, Bangkok, Thailand.

Author

Lauridsen, Ole ; Jensen, Torben K. ; Jørgensen, Bente Mosgaard ; Hjerrild, Maja. / The Case of CUL. Abstract fra International Consortium for Educational Development 2012, Bangkok, Thailand.

Bibtex

@conference{8bf4ace881b7440392d37ae5dc4555db,
title = "The Case of CUL",
abstract = "The Case of CUL (Centre for Teaching and Learning), School of Business andSocial Sciences, Aarhus University, Denmark: Dilemmas in Large Scale Educational DevelopmentOle Lauridsen, Torben Jensen, Maja Hjerrild, Bente J{\o}rgensen, Aarhus University.AbstractWhen developmental work within the area of HE pedagogy goes from small scale to large scale, it changes character and new challenges arise. The session invites directors of developmental units and all interested educational developers to discuss dilemmas of such a transition and exchange experiences with the aim of ameliorating the work of pedagogical units. The basis will be the case of CUL and the attendees’ own experiences. Case from 2004 to 2011 CUL has developed from two small units with only a few employees and a limited range of voluntary courses into a centre with 13 full-time employees offering mandatory courses for faculty at all career levels. These courses comprise: (i) supervision and mentoring, educational ICT, teaching in the multicultural/multilingual classroom (for associate and full professors); (ii) planning/developing courses; teaching techniques (for assistant professors); (iii) teaching techniques (for graduate teaching assistants (GTAs), Ph.D. students, part-time lecturers).Furthermore, CUL participates in the development of courses and quality policies and strategies; also it conducts analyses and other research within the area of university pedagogy for the School and for Aarhus University as a whole.School of Business and Social Sciences has7 departments, 17,000 students, 522 full-time faculty, 236 Ph.D. students and about 800 parttime lecturers, including GTAs.The work of the centre is based upon a number of strategic choices made during its development: (1) At a university where research is considered more important than teaching, the centre itself must create a demand for pedagogical development; (2) The reputation and the legitimacy of the centre must be created through its courses: i.e. bottom-up; (3) In order tochange the teaching practices, special importance is attached to the power and culture bearing senior faculty; (4) The centre is financed by the dean through ‘taxation’ of the departments;(5) The activities of the centre are written into the educational policy and strategy of the School; (6) The clout of the centre stems from a close alliance with the top management that fullysupport and promotes the development work; (7) Most courses are mandatory and thus part of the job description/job contract; and (8) The role of the centre is to act as a change agent within the organisation, and also – but not only – to be a critical friend for the individual teachers.The session will discuss dilemmas in development work such as (a) Voluntary, motivated course participation vs. mandatory course participation; (b) The role of a pedagogical unit as a critical friend vs. as a change agent; (c) Freedom of teaching vs. pedagogical leadership; and (d) The problems of proving the impact of the centre’s efforts vs. management support.Keywords: pedagogical courses, faculty, organisation, managemental support",
author = "Ole Lauridsen and Jensen, {Torben K.} and J{\o}rgensen, {Bente Mosgaard} and Maja Hjerrild",
year = "2012",
language = "English",
note = "null ; Conference date: 23-07-2012 Through 25-07-2012",

}

RIS

TY - ABST

T1 - The Case of CUL

AU - Lauridsen, Ole

AU - Jensen, Torben K.

AU - Jørgensen, Bente Mosgaard

AU - Hjerrild, Maja

PY - 2012

Y1 - 2012

N2 - The Case of CUL (Centre for Teaching and Learning), School of Business andSocial Sciences, Aarhus University, Denmark: Dilemmas in Large Scale Educational DevelopmentOle Lauridsen, Torben Jensen, Maja Hjerrild, Bente Jørgensen, Aarhus University.AbstractWhen developmental work within the area of HE pedagogy goes from small scale to large scale, it changes character and new challenges arise. The session invites directors of developmental units and all interested educational developers to discuss dilemmas of such a transition and exchange experiences with the aim of ameliorating the work of pedagogical units. The basis will be the case of CUL and the attendees’ own experiences. Case from 2004 to 2011 CUL has developed from two small units with only a few employees and a limited range of voluntary courses into a centre with 13 full-time employees offering mandatory courses for faculty at all career levels. These courses comprise: (i) supervision and mentoring, educational ICT, teaching in the multicultural/multilingual classroom (for associate and full professors); (ii) planning/developing courses; teaching techniques (for assistant professors); (iii) teaching techniques (for graduate teaching assistants (GTAs), Ph.D. students, part-time lecturers).Furthermore, CUL participates in the development of courses and quality policies and strategies; also it conducts analyses and other research within the area of university pedagogy for the School and for Aarhus University as a whole.School of Business and Social Sciences has7 departments, 17,000 students, 522 full-time faculty, 236 Ph.D. students and about 800 parttime lecturers, including GTAs.The work of the centre is based upon a number of strategic choices made during its development: (1) At a university where research is considered more important than teaching, the centre itself must create a demand for pedagogical development; (2) The reputation and the legitimacy of the centre must be created through its courses: i.e. bottom-up; (3) In order tochange the teaching practices, special importance is attached to the power and culture bearing senior faculty; (4) The centre is financed by the dean through ‘taxation’ of the departments;(5) The activities of the centre are written into the educational policy and strategy of the School; (6) The clout of the centre stems from a close alliance with the top management that fullysupport and promotes the development work; (7) Most courses are mandatory and thus part of the job description/job contract; and (8) The role of the centre is to act as a change agent within the organisation, and also – but not only – to be a critical friend for the individual teachers.The session will discuss dilemmas in development work such as (a) Voluntary, motivated course participation vs. mandatory course participation; (b) The role of a pedagogical unit as a critical friend vs. as a change agent; (c) Freedom of teaching vs. pedagogical leadership; and (d) The problems of proving the impact of the centre’s efforts vs. management support.Keywords: pedagogical courses, faculty, organisation, managemental support

AB - The Case of CUL (Centre for Teaching and Learning), School of Business andSocial Sciences, Aarhus University, Denmark: Dilemmas in Large Scale Educational DevelopmentOle Lauridsen, Torben Jensen, Maja Hjerrild, Bente Jørgensen, Aarhus University.AbstractWhen developmental work within the area of HE pedagogy goes from small scale to large scale, it changes character and new challenges arise. The session invites directors of developmental units and all interested educational developers to discuss dilemmas of such a transition and exchange experiences with the aim of ameliorating the work of pedagogical units. The basis will be the case of CUL and the attendees’ own experiences. Case from 2004 to 2011 CUL has developed from two small units with only a few employees and a limited range of voluntary courses into a centre with 13 full-time employees offering mandatory courses for faculty at all career levels. These courses comprise: (i) supervision and mentoring, educational ICT, teaching in the multicultural/multilingual classroom (for associate and full professors); (ii) planning/developing courses; teaching techniques (for assistant professors); (iii) teaching techniques (for graduate teaching assistants (GTAs), Ph.D. students, part-time lecturers).Furthermore, CUL participates in the development of courses and quality policies and strategies; also it conducts analyses and other research within the area of university pedagogy for the School and for Aarhus University as a whole.School of Business and Social Sciences has7 departments, 17,000 students, 522 full-time faculty, 236 Ph.D. students and about 800 parttime lecturers, including GTAs.The work of the centre is based upon a number of strategic choices made during its development: (1) At a university where research is considered more important than teaching, the centre itself must create a demand for pedagogical development; (2) The reputation and the legitimacy of the centre must be created through its courses: i.e. bottom-up; (3) In order tochange the teaching practices, special importance is attached to the power and culture bearing senior faculty; (4) The centre is financed by the dean through ‘taxation’ of the departments;(5) The activities of the centre are written into the educational policy and strategy of the School; (6) The clout of the centre stems from a close alliance with the top management that fullysupport and promotes the development work; (7) Most courses are mandatory and thus part of the job description/job contract; and (8) The role of the centre is to act as a change agent within the organisation, and also – but not only – to be a critical friend for the individual teachers.The session will discuss dilemmas in development work such as (a) Voluntary, motivated course participation vs. mandatory course participation; (b) The role of a pedagogical unit as a critical friend vs. as a change agent; (c) Freedom of teaching vs. pedagogical leadership; and (d) The problems of proving the impact of the centre’s efforts vs. management support.Keywords: pedagogical courses, faculty, organisation, managemental support

M3 - Conference abstract for conference

ER -