documents and pictures
Examples of Surrey partnerships
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A whole-system approach
SCEPTrE’s educational enterprise is intended to affect the whole institution rather than selected disciplines or faculties. Goals for 2007. SCEPTrE’s theory of influencing and facilitating change is based on a view of the University behaving as a complex adaptive system. In such systems, complex cultural change of the type that we are trying to make does not happen in a linear simple cause-and-effect way, but through emergent processes. We cannot control emergence but we can encourage it. The conditions for emergence are described by Seel 2006.
RUFDATA working paper - an early approach to SCEPTrE's evaluation
First Formative Evaluation Report for HEFCE, July 2007
Annual Review 2006
SCEPTrE was brought into existence between January and April 2006 when members of the team came into post and the SCEPTrE Centre was opened. The first annual review was completed in December 2006.
Supporting documents include:
Views of key stakeholders 2006
SCEPTrE partnerships - an appreciative enquiry
Evaluation of Fellowships by external evaluator
Online survey of Professional Training staff
A baseline survey - telephone interviews
Fellowship Scheme
The Fellowship Scheme is SCEPTrE’s most important policy for rewarding excellence and providing motivation for teachers who work towards excellence. The first cohort of Fellows began their work in September 2006 and a progress review was conducted in March 2007.
Review of Fellowship Scheme March 2007
Level of awareness / engagement survey
To monitor our progress in engaging the institution we adapted a simple evaluation framework initially developed by Hall and Loucks (1978). A simple interview protocol was used by a small number of students 'phoning a random sample of 74 teaching staff.