Resisting innovation talk in higher education teaching and learning
Winslett, Gregory M. (2012) Resisting innovation talk in higher education teaching and learning. Discourse : Studies in the Cultural Politics of Education, 35(3).
The exhortation to innovate is a pervasive one that occupies a central position across university mission statements, strategic plans, marketing literature and job titles. This paper locates a discourse of innovation within a history of Australian federal higher education policy, a history that may bear similarity with other national contexts. This paper names this discourse as an innovation talk that influences our teaching and learning practices, a discourse that can be reconfigured in a way that opens up the possibility for change. As such, this paper presents an analytical process used to resist taken-for-granted views of what constitutes valuable teaching practices. Suggestions for re-conceptualising how universities govern and support teaching and learning innovation are drawn from analysis of key federal policies that have influenced university practices in recent years.
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|Item Type:||Journal Article|
|Keywords:||teaching and learning, innovation, policy, academic development, HERN, resistance, discourse analysis, higher education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support|
|Copyright Owner:||Copyright 2012 Taylor & Francis|
|Copyright Statement:||This is a preprint of an article whose final and definitive form has been published in the Discourse: Studies in the Cultural Politics of Education (C) 2012 (copyright Taylor & Francis); Studies in the Cultural Politics of Education is available online at: http://www.tandf.co.uk/journals/titles/01596306.asp|
|Deposited On:||24 May 2012 22:15|
|Last Modified:||02 Mar 2015 08:49|
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