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Cultivating innovative learning and teaching cultures: A question of garden design

Cultivating innovative learning and teaching cultures: A question of garden design

Smith, Karen (2011) Cultivating innovative learning and teaching cultures: A question of garden design. Teaching in Higher Education, 16 (4). pp. 427-438. ISSN 1356-2517 (Print), 1470-1294 (Online) (doi:https://doi.org/10.1080/13562517.2011.560374)

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Abstract

Calls for practitioners to ‘innovate’ are common within higher education and universities, which go to some length to cultivate innovative learning and teaching cultures. The definition of innovation, however, is not clear cut and understandings of how innovations spread and innovative practices should be supported differ. This study aimed to investigate how innovation learning and teaching practice is understood and practiced by a sample of ‘innovative’ academics and to explore to what extent their innovative work is supported and managed by their institution. Data from 16 in-depth interviews revealed drivers for innovation and the institutional factors that can facilitate or impede it. The findings suggest that while innovative cultures can be cultivated and shaped, universities should ensure that there is space for creativity to flourish.

Item Type: Article
Additional Information: [1] Version of record first published: 23 May 2011. [2] Published in print: August 2011. [3] Published as: Teaching in Higher Education, (2011), Vol. 16, (4), pp. 427-438. [3] Note at end of paper mentions that an earlier version of this paper was presented at the Society for Research into Higher Education Conference in Newport, Wales in December 2009.
Uncontrolled Keywords: innovation, learning and teaching, culture, diffusion
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Pre-2014 Departments: School of Education
Related URLs:
Last Modified: 14 Oct 2016 09:17
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/6926

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