Launch of a project to map the global movement for change to the reward of university teaching and showcase best practice solutions from across the world. The research is being undertaken through the Advancing Teaching initiative and is co-funded by a consortium of universities from across the world with a particular interest in the reward and recognition of university teaching: Aalborg University, Denmark; King's College London , UK; KTH Royal Institute of Technology, Sweden; London School of Economics (LSE), UK; Norwegian University of Science and Technology (NTNU), Norway, Utrecht University, Netherlands; and the Pontifical Catholic University of Chile (PUC, Chile. The outputs will be made available as open access resources in late October 2024, with printed copies of the report prepared for collaborators, case study institutions and those participating in the 2024 Advancing Teaching meeting. Further details are given here.
Completion of a confidential study commissioned by the d.school at Stanford University to conduct an independent assessment of the University Innovation Fellows program. Further details are provided here.
Completion of an confidential assessment commissioned by Olin College of Engineering to inform its future approach to external engagement, as guided by the College's founding mission to be a catalyst for change across the higher education sector. Further details are provided here.
The 'Crisis and Catalyst' report has just been released, which explores the impact of COVID-19 emergency teaching on the engineering education sector. It addresses two central questions:
- What were the experiences of the engineering education community during emergency teaching?
- How will this systemic shock impact the direction of travel for the sector beyond emergency teaching?
The study draws on 226 interviews (from across 36 counties) conducted between August 2020 and April 2022 with university leaders, engineering instructors/faculty, educational specialists and engineering students.
The study is supported and co-funded by a consortium of engineering schools and universities: Aalborg University, Denmark; EPFL, Switzerland; MIT, US; NTNU, Norway; Olin College of Engineering, US; PUC, Chile; Royal Academy of Engineering, UK; SUTD, Singapore; Tec de Monterrey, Mexico; UCL, UK; and 4TU Centre for Engineering Education, The Netherlands.
Findings from the Teaching Cultures Survey 2022 are now available on the project website here: www.teachingcultures.com/Findings/
The Teaching Cultures Survey 2022 is the second of three cross-sectional surveys designed to capture and track the culture and status of teaching within universities worldwide. The large majority of universities participating in the survey are engaged in systemic changes to academic career pathways and/or the ways in which achievements in university teaching are rewarded. The survey allows them to explore the impact of these structural changes on the experiences and perspectives of their academic communities and compare progress with peer institutions worldwide. This snap-shot report highlights consolidated findings from the 16 universities across eight countries that participated in the Teaching Cultures Survey 2022.