eprintid: 10146659
rev_number: 8
eprint_status: archive
userid: 699
dir: disk0/10/14/66/59
datestamp: 2022-04-12 06:41:03
lastmod: 2023-08-02 06:10:06
status_changed: 2022-04-12 06:41:03
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: McCowan, T
creators_name: Omingo, M
creators_name: Schendel, R
creators_name: Adu-Yeboah, C
creators_name: Tabulawa, R
title: Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana
ispublished: pub
divisions: B14
divisions: J80
divisions: B16
divisions: UCL
keywords: African universities; learner-centred education; pedagogical reform; teaching and learning in
higher education; transformative learning
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: Quality of teaching and learning in higher education is increasingly recognised as a pressing issue on the African continent, and there have been various reform initiatives to transform classrooms and institutions. However, little is known about the factors that affect pedagogical change in institutions, and enable or constrain these innovations from taking root. This study explores the cases of eight diverse universities in Botswana, Ghana and Kenya, ones that had implemented a range of innovations including problem-based learning, community placements and academic development programmes. The analysis draws on qualitative data involving interviews with lecturers and senior management, institutional documentation and campus visits. Lecturers were seen to engage in diverse ways with the initiatives, being either opponents, surface adopters, transformers or champions. Four factors emerged as key to influencing the uptake of pedagogical interventions: the drivers of the initiative; the existence of a shared vision; resourcing and incentives; and opportunities for reflection and transformative learning. While some initiatives are more ‘champion-led’ and others more ‘institution-led’, sustainable change involves attention to both university structures and individual practice, and to the interactions between them.
date: 2022-04
date_type: published
publisher: Elsevier BV
official_url: https://doi.org/10.1016/j.ijedudev.2022.102558
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1939298
doi: 10.1016/j.ijedudev.2022.102558
lyricists_name: McCowan, Tristan
lyricists_id: TMCCO59
actors_name: McCowan, Tristan
actors_id: TMCCO59
actors_role: owner
full_text_status: public
publication: International Journal of Educational Development
volume: 90
article_number: 102558
citation:        McCowan, T;    Omingo, M;    Schendel, R;    Adu-Yeboah, C;    Tabulawa, R;      (2022)    Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana.                   International Journal of Educational Development , 90     , Article 102558.  10.1016/j.ijedudev.2022.102558 <https://doi.org/10.1016/j.ijedudev.2022.102558>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10146659/1/Enablers%20of%20pedagogical%20change%2C%20author%20version.pdf