Best practice at the UCLouvainGovernance in pedagogical

innovation

Jean-François Denef

Honorary prorector for the medical affairs

“Université Catholique de Louvain”

Belgium

« Red telescopi » project

Alfa Program, EU.

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Overview

• Presentation of the general theme/ Take home

message

• Presentation of the different various structures

involved in the governance and innovation in

education

• Some examples of strategic impulses or reforms

• The IPM : Institute of Pedagogy and Multimedia

Pedagogical innovation at the UCL

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Best practice for quality or innovation, but what’s quality or

success?

• « Quality is a key element allowing universities to respond to the needs related to the evolution of their environment. »

European University association (EUA) Forum on quality assurance (Munich, 2006)

• «  Future success of universities depends on academics’ capacity to respond energetically to change “

• Ramsden, 2002

Pedagogical innovation at the UCL

Take home message (1)

4Pedagogical innovation at the UCL

Excellence in day to day education mission

Excellence in innovation and adaptation to the changing environment

Excellence in higher education requires

Let’s transform our universities into “learning organizations”

• This is a multidisciplinary challenge involving

–Authorities : Political vision, strategic projects –Efficient administrative and logistic systems–Active and motivated teachers–Good cooperation with students

5Pedagogical innovation at the UCL

Take home message (2)

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Model of governance

Pol itical

Ad ministrative

Ex écutive

Boards and councils

University and faculty administrations

Teachers, students

Pedagogical innovation at the UCL

Evolution of the “political structures”

• CECA (Commission for education of the academic council)– Experts– Building proposals for innovation

– Think tank mission – Rather “far” from the daily practice

• CEPE (commission for education and pedagogy)

7Pedagogical innovation at the UCL

Jacques Draime in: (G Ringlet (ed.)Une aventure universitaire. Racine, 2000

• Examples of proposals (1995 - 1997)

– Five axes for a “more pedagogical university”• Active (student centered ) pedagogy• Personal mentoring for teachers• Teacher teams• Evaluation of courses and tests• Teachers-students coordination comities

– In 1997 : a general tool for course evaluation

8Jacques Draime in: (G Ringlet (ed.)Une aventure universitaire. Racine, 2000

Evolution of the “political structures”(2)

• CEFO (2002) “Council for education and training (or learning)– All three student , teacher and program

approaches have to be considered– Additional missions

• Responsible for proposals but also for the monitoring of the projects

• Coordination of all initiatives• Responsible for the communication towards the

whole academic community

9Pedagogical innovation at the UCL

Evolution of the “executive” structures”

• Founding of the IPM

• Creation of the administration for education (ADRE : 2002) In parallel to the CEFO

• Differentiated management of education and research (2007-2009) :–Faculties : education–Institutes : research

10Pedagogical innovation at the UCL

Some examples of impulses or reforms

• Creation of the FDP “Funds for Pedagogical Development”

• “Gérer sa formation” Manage your own education process

• Bologna process • Student seminar : “Ready-to-use or Ready to think ?

(2006)• Evolution of the fundamental approach in higher

education • The actual strategic plan for education at the UCL

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“Gérer sa formation”“Manage your own education”Objective : to give to students larger responsibility and personal engagement for their own learning

- Induce active reflexion about the choice of orientation

- Introduction of more active pedagogical methods

- Increase the ‘optional part’ in the program

- Development of reorientation pathways

(before the Bologna process)

- Focus on general competences (5C)

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Impact of “Bologna process” 6 years later

• (Discussed in the Louvain la Neuve Meeting, 2011)

– New law about higher university education– Structural changes in higher education

(academies, fusions, …)– Agency for quality in higher education

• (risk of increased formal workload!)

– Minors in the first cycle program (UCL)– No employability of the first cycle– Increased mobility of students

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Evolution of the concepts in higher education

Teaching centered approachDo we teach correctly, let’s evaluate our teaching

Program centered approachIs our program responding to our objectives .Is it coherent and complete ?

Student and Learning outcomes approach Do they learn ? How can we let them learning better?

Do they acquire the competencies we want for them?

Social accountability approachAre the learning outcomes corresponding to the society needs?Do we teach efficiently and ethically?

We are teaching, but do they learn?

Student proposals for better higher education (2006)

• Enhance the interdisciplinary approaches• Increase relations between education and

society• Questioning knowledge• Develop a equity education • Promote qualitative evaluation• Open education to global problems• Get means to promote innovation

• ….15

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• 3 Major transversal learning outcomes

the students must be able to

• acquire and develop knowledge and competences in their own technical and disciplinary field

• Acquire and develop skills in trans disciplinary fieldslanguage, culture (through minor program

• Acquire and develop relational, social responsibility, innovation skills

The actual strategy of the UCL for the education (1)

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3 fundamental axes for action

The student axis

pertinent welcome, information and (re)orientationactions for successLong life learning strategy

The teacher axis

recruitment of valuable peoplecounseling of teachers and help for pedagogical innovationsvalorization of the pedagogical investments

The program axis

Proposals for pertinent programsEvaluation of the results (internal external)Measurement of the adequacy between objectives and resources

The actual strategy of the UCL for the education (2)

Remaining problems

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• Unequal rewarding process for the faculty members (research vs education)

• Progressive increase of the number of students (shortage of logistical and human means)

• Changes in the students behaviour

• Difficult dialog between the political and university worlds

• …

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Strategic planning means to work with people !

20Thank you for your attention

Let’s transform our universities into “leaning organizations”