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What long-term outcome of change do teachers in this story fear most?

Boredom. “Boredom” only occurs in research-intensive or mixed research-and-teaching. Those outliers who “fear boredom” claim that their change is new to department or discipline – not to the world. Failure. Excessive stress.

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What long-term outcome of change do teachers in this story fear most?

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  1. Boredom “Boredom” only occurs in research-intensive or mixed research-and-teaching Those outliers who “fear boredom” claim that their change is new to department or discipline – not to the world Failure Excessive stress What long-term outcome of change do teachers in this story fear most?

  2. The change in this story ... Affects other modules(other colleagues) Relates to individual practice Involves programmatic change (QA)

  3. The change in this story relates most to As you move towards “student achievement” you get only teaching-intensive institutions And mid-career “teaching longer than 10 years” – but not “teaching longer than 20 years” where effect disappears 5 outliers here are all female Student motivation Student achievement Student experience

  4. How do teachers react to the change this story describes? Adaptive, evolve with it Distrustful, limit it Addictive, accelerate it

  5. The change in this story is New to my discipline (but used in other subject areas) • Make sure to slice this by: • - Institution-type • - Teaching experience • Discipline • The observation here is that those that claim material is “totally new” are frequently wrong (pace when the change occurred – which we didn’t ask) but those who say “new to my department” are often more innovative. • Is this because the more experience you have, the more you know you don’t know? Or perhaps teachers in a teaching-intensive environment may be expected to know more? Totally new, never been tried before New to my department (but used in other institutions)

  6. The change in this story is New to my discipline (but used in other subject areas) • When sliced by age – and/or length of career • The older, the more likely to call what they are doing as “totally new” • Outliers in “totally new” are all male & over 50 • (Possibly never been exposed to Staff Development/PGCHE?) Totally new, never been tried before New to my department (but used in other institutions)

  7. The change in this story happens because of Institutional (and/or departmental) culture “Individual agency” mostly “research intensive” Individual agency External drivers (e.g. technology, policy)

  8. The change this story describes had a short term effect The change this story describes was persistent and long lasting

  9. The change this story describes is small-scale The change this story describes is large-scale Median Mean Number of stories signified by this item

  10. The change this story describes is limited to individual practice The change this story describes involved programmatic change (QA)

  11. The change this story describes is the sort of tweaking I do a lot The change this story describes was a one-off activity

  12. Change in this story is part of a continuous and healthy process Change in this story is a troublesome and dangerous activity When this is filtered by “institution-type” ALL “troublesome” instances – in fact, pretty much everything below the 75th percentile occurs in teaching-intensive institutions And all are middle-career (in 40-49 age bracket)

  13. Change in this story is as a result of individual teachers’ actions Change in this story is as a result of strategic and management activity Note similarity of distribution to “troublesome & dangerous” – a possibly unsafe observation as only one of the stories at the far right end is about management-imposed change – so there is an issue about what they (or we) understand about “strategic & management”

  14. The changes described in this story arises from instinct/intuition The change described in this story is evidence-based More likely to say “the world” or “my discipline” should pay attention to this story if they claim it was “evidence based”.

  15. Janet took every dyad and triad and sliced them by each question, and then looked at outliers/oddities • Could see clusters of things, or looking at where patterns were very different between slices (this was visually- virtue of the software) • For “country” never anything. “Discipline” was unusable in this dataset, due to our inexperience. Some were quite strong every time – research vs teaching institutions, gender (not so often, but when it “told” the effect was large – see “totally new”), teaching experience

  16. This is especially obvious where the pattern changes between “steps” – e.g. “teaching experience” animation for “who should pay attention” • Sample bias • Describe dataset

  17. Sample bias • Mostly CS • Describe dataset

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