About the Book
Focusing on change in higher education, and on furthering the integration of research and education, this open access book brings together and builds upon the international bodies of knowledge on higher education change and on the relationship between research and teaching. Rather than simply combining this knowledge, this book provides a thorough understanding of change paths towards sustainable hybrid higher education organizations of research and teaching. The contributors explore ways in which the model can work at the different levels of the higher education organisation, providing knowledge and understanding of creating an evidence-informed direction for institutional change towards the improved connection between research and education.
The ebook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on www.bloomsburycollections.com. Open access was funded by Amsterdam University of Applied Sciences (AUAS), the Netherlands.
Table of Contents:
Foreword, Mick Healey (Healey HE Consultants, UK)
Introduction: Creating Desire to Change Research-Education Connections, Didi M.E. Griffioen (Amsterdam University of Applied Sciences, the Netherlands)
1. The Origin, Content and Context of Changing Research-Education Connections, Didi M.E. Griffioen (Amsterdam University of Applied Sciences, the Netherlands)
2. Mechanisms for Change, Didi M.E. Griffioen (Amsterdam University of Applied Sciences, the Netherlands)
3. Instruments to Debate Change, Didi M.E. Griffioen (Amsterdam University of Applied Sciences, the Netherlands)
4. Changes in Perceptions of Research, Mette Bruinsma and Didi M.E. Griffioen (Amsterdam University of Applied Sciences, the Netherlands)
5. Changes in Curriculum Rationales, Linda van Ooijen-van der Linden (Amsterdam University of Applied Sciences, the Netherlands), Indira N.Z. Day (Utrecht University, the Netherlands), Jolieke Timmermans (Amsterdam University of Applied Sciences, the Netherlands) and Didi M.E. Griffioen (Amsterdam University of Applied Sciences, the Netherlands)
6. Changes in Curriculum Learning Goals, Linda van Ooijen-van der Linden, Natalie Pareja Roblin, Jason Nak and Iris Jong and Didi M.E. Griffioen (Amsterdam University of Applied Sciences, the Netherlands)
7. Changes in Academics' Job Profiles, Sanne R. Daas, Didi M.E. Griffioen, Chevy M. van Dorresteijn and Indira Day (Amsterdam University of Applied Sciences, the Netherlands)
8. Reflections on the Multi Layers of Organisational Change, Didi M.E. Griffioen (Amsterdam University of Applied Sciences, the Netherlands)
Index
About the Author :
Didi M.E. Griffioen is professor and head of department of Higher Education, Research, and Innovation at the Amsterdam University of Applied Sciences. Griffioen is a Comenius Leadership Fellow granted by the Dutch Ministry of Education, Culture and Science, and was the first Principal Fellow of the British Higher Education Academy appointed in The Netherlands. She is a leading international scholar in the transformation of higher education, with a focus on enhancing connections between education, teaching and professional practice. She is the former chair of the Higher Education special interest group of the Netherlands Educational Research Association (VOR-HO), and a former trustee and member of the Governing Council of the British Society for Research into Higher Education (SRHE). She has been published nationally and internationally for professional and scientific audiences.
Review :
Change is never easy, especially in the context of institutions of higher education. Creating the Desire for Change in Higher Education clearly presents research and components of successful change management for colleges and universities. The contributors provide compelling and applicable approaches and strategies for institutions to decide whether change is a move in the right direction (surprisingly, it isn't always for the better), the relevance of the research to education, the differences between the research-teaching and the research-education nexus fields, the instruments, models, and timelines for change, monitoring and evaluating evolving perceptions of change models, the role of curricula and their rationale as elements in change models, integrating research into an institution's learning and competency goals, and finally how to synthesize the combined research and literature to affect change and implications for further research.
This book is integral for administrators and faculty in higher education who are considering modifications to their current institutional missions, programs, policies, strategies, and goals. It blends theory, research, and practice in a practical manner to approach the uncertainty that accompanies the implementation of new initiatives in higher education.
Creating the desire to change is of high urgency in higher education for the 21st century, and this book provides an insightful case-study of how this has successfully been done.
At its very core, this book is a compelling invitation to reflect on the how and why of change in our higher education institutions. The authors present a valuable, evidence-driven model for change that, by design, positions emerging and seasoned leaders at all levels to walk the talk of our institutional educational change agendas.
