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).

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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.

Impact and interest:

3 citations in Scopus
2 citations in Web of Science®
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ID Code: 50580
Item Type: Journal Article
Refereed: Yes
Keywords: teaching and learning, innovation, policy, academic development, HERN, resistance, discourse analysis, higher education
DOI: 10.1080/01596306.2012.745728
ISSN: 0159-6306
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Division of Technology, Information and Library Services
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:
Deposited On: 24 May 2012 22:15
Last Modified: 02 Mar 2015 08:49

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