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Understanding innovative teaching practice in higher education: a framework for reflection


Fraser, S, Understanding innovative teaching practice in higher education: a framework for reflection, Higher Education Research and Development, 38, (7) ISSN 0729-4360 (2019) [Refereed Article]

Copyright Statement

Copyright 2019 HERDSA

DOI: doi:10.1080/07294360.2019.1654439


In recent years there has been a resurgence of interest in innovation in teaching and learning in higher education. Now more than ever, academics are advised that engaging in educational innovation for the purposes of improved student learning is supported, valued, and rewarded. However, embracing innovative teaching practice requires academics to develop new skills and understandings, take on extra work, risk failure and invite disapproval from staff and students. Ultimately, focusing upon educational innovation rather than discipline research can be a risky career move if it is not undertaken strategically. This paper provides insight into the characteristics of two innovative academics from the discipline of science and explores the dimensions of innovation as it pertains to teaching and learning. A framework emerged from an analysis of their experience which identifies different types of educational innovators in higher education, discriminating between three individuals with regards to the level at which they seek to influence practice.

Item Details

Item Type:Refereed Article
Keywords:innovation, university, science teaching, leadership
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Management, resources and leadership
UTAS Author:Fraser, S (Professor Sharon Fraser)
ID Code:134655
Year Published:2019
Web of Science® Times Cited:4
Deposited By:Education
Deposited On:2019-08-26
Last Modified:2020-05-21

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