Abstract
This chapter describes the transformation process undertaken at the Centre for the Enhancement of Teaching and Learning (CETL) at the University of Hong Kong in response to a nationwide higher education curriculum reform. Prior to 2010, CETL played an exclusively instructional role; however, since 2010, the work has encompassed not only capacity-building, but also advocacy, cross-faculty facilitation, and rapid response in times of uncertainty. This redefinition has required the center to undertake a far broader range of activities than previously, many of them founded on collaboration and collegiality. CETL has since transitioned to an engaged, collegial role underpinned by an explicit ‘results chain’, using an adapted version of the Cynefin and Standard+Case model (England, R. Standard+case and Cynefin. In Plus! The standard+case approach. Two Hills Ltd. http://www.basicsm.com/public/standard_plus_case_and_cynefin_v1.pdf, 2013) as the basis of its theory of change.
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Notes
- 1.
The stop sign (
) at the interface between simple and chaotic situations in Fig. 38.2 indicates that, while both simple and chaotic situations benefit from quick responses, the standardized responses adopted in simple situations do not usually prove effective in chaotic situations. Indeed, in such situations, a standardized response may exacerbate a chaotic situation. An example would be the use of a standardized form-filling process to respond in the case of a natural disaster.
) at the interface between simple and chaotic situations in Fig. References
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Bilbow, G.T. (2023). Change in Practice: Achieving a Cultural Shift in Teaching and Learning Through a Theory of Change. In: Neisler, O.J. (eds) The Palgrave Handbook of Academic Professional Development Centers. Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-80967-6_38
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