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Promoting innovation in teaching and learning: Problems, processes and institutional mechanisms

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Abstract

This paper examines constraints on innovation in teaching and learning in higher education, and institutional mechanisms for trying to promote such innovation. Innovation is considered as a process of change rather than the dissemination of novel ideas. Factors such as teaching climate, resource allocation and consultancy support are considered. The dangers of a mismatch between “innovations” and problems are discussed, and the importance of giving adequate attention to problem diagnosis is stressed. A possible model incorporating these emphases is outlined in brief.

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Authors and Affiliations

  1. Centre for Educational Technology, The University of Sussex, Brighton, Sussex, UK

    Michael Eraut

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  1. Michael Eraut
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This is an edited version of an invited paper submitted at the Council of Europe Symposium on the Reform and Planning of Higher Education, Oxford, 1974.

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Eraut, M. Promoting innovation in teaching and learning: Problems, processes and institutional mechanisms. High Educ 4, 13–26 (1975). https://doi.org/10.1007/BF01569099

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  • DOI: https://doi.org/10.1007/BF01569099

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