Advanced

A Centre for Teaching and Learning ”Moving in from the Margins”

Gummesson, Christina LU ; Hellmark, Thomas LU and Edgren, Gudrun LU (2017) International Conference on Faculty Development in the Health Professions, 2017 p.1-77
Abstract
Background: Faculty development roles are changing within organizations (Gibbs 2013). In previous research the expanding role in organizations as “Coming in from the margins” was described (Schroeder 2011). We studied how different levels of participation evolved within a research intense faculty with a complex organization and various educational programs.
Summary of Work: The Centre was established in 1982 in a medical school and re-established 2006 to also support health sciences education. The Faculty’s mission included mainly courses and teacher support whereas the Center’s vision was to interact at all levels in the organization and to establish Scholarship of Teaching and Learning.
Summary of Results: The Centre has... (More)
Background: Faculty development roles are changing within organizations (Gibbs 2013). In previous research the expanding role in organizations as “Coming in from the margins” was described (Schroeder 2011). We studied how different levels of participation evolved within a research intense faculty with a complex organization and various educational programs.
Summary of Work: The Centre was established in 1982 in a medical school and re-established 2006 to also support health sciences education. The Faculty’s mission included mainly courses and teacher support whereas the Center’s vision was to interact at all levels in the organization and to establish Scholarship of Teaching and Learning.
Summary of Results: The Centre has continued to give courses and workshops but has also established itself in a new role: it is represented in the education board and in all curriculum and assessment committees; the number of conference presentations and published articles has increased and authors include Centre staff and teaching faculty.
Discussion: The emerging position of the Centre has given opportunities to support development at different system levels based on educational theory and evidence. Courses and workshops are used to increase the Centre’s credibility and to network through contacts with teachers has been important in establishing the new role.
Conclusion: The competence of the staff at the Centre has been a key in the development. Staff with diverse expert educational competence as well as experienced teachers from the faculty has been recruited. Small grants have enabled research, often in collaboration with teachers, to be published and presented at conferences.
Take-home Message: A clear vision and aligned
strategies to guide the development was important. Strategies included networking opportunities and competence development within the Centre. Shared experiences with staff such as projects and conferences created opportunities to build trust and collaboration. Faculty leaders were key players and change of leaders can impede development.
4A2 (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to conference
publication status
published
subject
categories
Higher Education
pages
1 - 77
conference name
International Conference on Faculty Development in the Health Professions, 2017
conference location
Helsinki, Finland
conference dates
2017-08-25 - 2017-08-27
language
English
LU publication?
yes
id
bf722cb9-5212-4868-9534-76978d278219
date added to LUP
2019-01-27 18:51:23
date last changed
2019-03-08 02:47:59
@misc{bf722cb9-5212-4868-9534-76978d278219,
  abstract     = {Background: Faculty development roles are changing within organizations (Gibbs 2013). In previous research the expanding role in organizations as “Coming in from the margins” was described (Schroeder 2011). We studied how different levels of participation evolved within a research intense faculty with a complex organization and various educational programs.<br/>Summary of Work: The Centre was established in 1982 in a medical school and re-established 2006 to also support health sciences education. The Faculty’s mission included mainly courses and teacher support whereas the Center’s vision was to interact at all levels in the organization and to establish Scholarship of Teaching and Learning.<br/>Summary of Results: The Centre has continued to give courses and workshops but has also established itself in a new role: it is represented in the education board and in all curriculum and assessment committees; the number of conference presentations and published articles has increased and authors include Centre staff and teaching faculty.<br/>Discussion: The emerging position of the Centre has given opportunities to support development at different system levels based on educational theory and evidence. Courses and workshops are used to increase the Centre’s credibility and to network through contacts with teachers has been important in establishing the new role.<br/>Conclusion: The competence of the staff at the Centre has been a key in the development. Staff with diverse expert educational competence as well as experienced teachers from the faculty has been recruited. Small grants have enabled research, often in collaboration with teachers, to be published and presented at conferences.<br/>Take-home Message: A clear vision and aligned<br/>strategies to guide the development was important. Strategies included networking opportunities and competence development within the Centre. Shared experiences with staff such as projects and conferences created opportunities to build trust and collaboration. Faculty leaders were key players and change of leaders can impede development.<br/>4A2},
  author       = {Gummesson, Christina and Hellmark, Thomas and Edgren, Gudrun},
  language     = {eng},
  location     = {Helsinki, Finland},
  pages        = {1--77},
  title        = {A Centre for Teaching and Learning ”Moving in from the Margins”},
  year         = {2017},
}