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Developing an
Inclusive Culture in
Higher Education Institutions
Steve Rayner & Mary Fuller 2011
FOLLOW—ON FUNDING BIDfor an
‘outstanding’ T.L.R.P. project entitled
‘Enhancing the quality and outcome of disabled students’ learning in higher
education’
Research Grant, RES-139-25-0135 (Fuller et al., 2008)
The ESRC FoF Scheme: Research Bid (2011)
Five UK University teams to participate in the KTIG project aimed
at generating and distributing a process of engagement in change
leadership (CL) focusing upon developing and embedding inclusive
curricula in higher education.
To INVOLVE:
• Knowledge transfer
•Change leadership
•Impact generation
KTIG Model: self-sustaining CL & distributing PAR
L1 KNOWLEDGE GENERATION / STAKEHOLDER INTERPRETATION
L4 KNOWLEDGE TRANSFER / STAKEHOLDER RE- INTERPRETATION
L2 IMPACT GENERATION / MISSION / FOCUS CULTURE CHANGE
L3 IMPACT TRANSFER / IMPLEMENT STRATEGY / POLICY PROTOCOLS
Milestones / Deliverables (quarterly)
Project Timetable for Deliverables
1-3 Start-up sessions at an HEA event as prelude to KTIG Project Team Launch Day with Project participants at Oxford;
4-6 Stage 1
Confirm, design & implementation of field-work within and with KTIG Teams; Data generation and collection involving KTIG Teams / Project Team (Level 1)
6-7 Reflexive action / pro-action & further data collection (Level 2)
7-9 Stage 2
Change Leadership , data generation and collection (Level 3); Interim Project Report
10-12 Stage 3
KTIG Team Reports on TKIG Project Schemes; KTIG Team project evaluation; KTIG Team Dissemination Day at Oxford (Level 4)
12-15 Final Report and related Dissemination Activity
* Levels as defined in the KTIG Model
Pragmatism: method and practice?
It’s about you!
Approaches to Change Leadership (CL)?
Tactics Teams & Transitions
... to get people to question and break
established patterns in thinking as well
as in actions, make them dare to try
something different and gradually
establish new institutionalized behaviour.
Sandberg., J. & Targama, A. (2007)
Managing Understanding In Organizations.
London: Sage.Strategies?
Early Lessons: Engaging & Enabling Inclusive Leadership (Rayner, 2007)
Managing Inclusive Leadership
LEVEL 1 INCLUSION IMPACT AREAS
LEVEL 2 PERFORMANCE DOMAINS
LEVEL 3 SUCCESS QUALITIES
LEVEL 4 POLICY PROTOCOLS
LEVEL 5 CORE FOUNDATIONS
Embedding Inclusive Curricula: First Principles - structures, agency & understanding
1. Engagement: problematising & reflexive review for focused intent
2. Participatory Action Research: distributing & sustaining leadership?
3. Actions: methods, steps & managed outcomes
4. Impact Zones:
• Learner diversity/ curriculum access
• Parity of esteem/participation
• Partnership /Service compacts
•Support for learning networks