ORCID Profile
0000-0003-0176-0215
Current Organisation
Monash University - Caulfield Campus
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Publisher: Wiley
Date: 11-10-2023
DOI: 10.1111/BJET.13403
Publisher: Elsevier BV
Date: 2018
DOI: 10.2139/SSRN.3247355
Publisher: IATED
Date: 07-2019
Publisher: IATED
Date: 07-2023
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 18-11-2022
Abstract: In the current neoliberal agenda, universities require Educational Designers (EDs) to establish influence and ensure the improvements in education for the benefit of graduates. The preservation of high-quality teaching is fundamental in connecting educators with students, which was crucial during the COVID-19 pandemic. Yet, the influence of EDs on affecting a change in teaching practice has not been adequately explored. This case study collected qualitative survey responses from seventeen EDs in one Australian university, and used inductive thematic analysis to explore how they attempted to influence academics to change teaching practices. Results indicated a definitive need to collaborate with academics to implement the desired changes. Moreover, strong professional relationships with academics, effective communication, and creating a favourable environment were important to the EDs’ influence attempts. Cultural challenges within the university was an interesting discovery regarding influence capability. These findings provide key insights into how EDs support a change in educational practice within the university environment.
Start Date: 2019
End Date: 2020
Funder: Monash University
View Funded ActivityStart Date: 2021
End Date: 2024
Funder: Monash University
View Funded ActivityStart Date: 2019
End Date: 2020
Funder: Monash University
View Funded ActivityStart Date: 2019
End Date: 2020
Funder: Monash University
View Funded Activity