Identifying characteristics of innovative and less innovative teachers, and opportunities to enhance their digital academic practice, in science and engineering

Abstract

This study was undertaken in the context of my role in providing Academic and Digital Development (ADD) support to the College of Science and Engineering (CoSE) at the University of Glasgow. Given this emphasis on academic development, as a basis for enhancing student learning, the work seeks to identify the characteristics of innovative versus less innovative teaching staff, external influencing factors on teachers’ ability to innovate, and methods of continuing professional development (CPD) that may be employed to encourage greater innovation in all teachers.

This work assumes that engaging in teaching innovation is a positive action, in terms of constructively influencing students’ performance and teachers’ experiences. This is supported by the literature which implicitly equates innovative teaching with ‘good’ teaching, resulting in an enhanced student experience and optimised learning outcomes. Technology-enhanced learning (TEL) was used as a lens with which to examine teaching innovation, given the increased emphasis on blended and online learning within the University of Glasgow, its direct relevance to my role in the Learning Enhancement and
Academic Development Services (LEADS), and recognition within the sector of TEL as core knowledge for UK Higher Education. The study adopted a mixed-methods, sequential explanatory methodology in the form of a questionnaire administered to teaching staff, followed by two focus groups; one with self-professed early adopters of teaching innovation and one with teachers who considered themselves early majority.

The study revealed quantitative and qualitative differences between the two groups in terms of their engagement with TEL teaching innovation. The biggest barrier to engaging in TEL teaching innovation for both groups was time. Informal meetings and events, giving academics the opportunity to make serendipitous discoveries and share good practice, was suggested as the most useful form of CPD for promoting teaching innovation, while the Postgraduate Certificate in Academic Practice was also seen to be enabling in terms of innovation diffusion.

The findings were discussed in relation to institutional strategy and the extant literature, and the work concludes with an action plan for CoSE and the institution to encourage and support teaching innovation (the additional intended learning outcome to be agreed with supervisors).