ABSTRACT
Some of the innovations recorded in the case studies could be replicated by individuals and course teams elsewhere. However, in some cases individuals would find that their institutional culture and practices would block these changes.
For innovation to be widespread requires strong institutional support. For example, Ashley Green’s account of a radically redesigned physics course (Chapter Seven) was supported by a number of institutional features, including participation in a year-long, part-time course in teaching methods for new teaching staff, an educational consultant on course design, a well resourced print room, funding for staff to redesign courses, a central computer software system which enabled rapid marking of objective tests and comprehensive course evaluation and no institutional requirement as to the number of contact hours he was required to teach. To varying extents the other case studies from Oxford Polytechnic have been aided by these and other institutional initiatives. Without strong top-level institutional support little can be achieved.
In this chapter Clive Booth, Director of Oxford Polytechnic and David Watson, Director of Brighton Polytechnic, set out how heads of institutions and key committees can aid staff in innovating to cope with larger classes.
