Abstract
This article presents the outcomes of a research study carried out during 2015–2016 at the University of Valencia (Spain) to understand the factors influencing the impact of small-scale innovation funding on teachers’ practices, the learning culture of the teaching team and the satisfaction of students’ learning. The research used a mixed-method design: a questionnaire examined the factors influencing transfer of innovation; in-depth interviews with project leaders yielded information about the adoption and transfer of funded projects; and a focus group with institutional managers provided suggestions to improve the efficiency of the innovation projects and calls. The results provide qualitative and quantitative evidence of the capacity of the scheme to deliver outcomes that enhance the teaching practices of the funded teams. The design of the innovation project, the innovation culture of the teaching team and the context of the implementation appear as factors that have a positive impact on the transfer, adoption and sustainability of an innovation.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
Biggs, J. B. (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher Education, 41, 221.
Boyd, V., & Sampson, A. (2016). Foundation versus innovation: Developing creative education practitioner confidence in the complex blended learning and scope. Professional Development in Education, 42(3), 502–506.
Boyer, E. (1990). Scholarship Reconsidered. Priorities of the Professorate. Los Angeles, CA: The Carnegie Foundation for the Advancement of Teaching.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
Collie, S. L., & Taylor, A. L. (2004). Improving teaching quality and the learning organisation. Tertiary Education and Management, 10(2), 139–155.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). Useracceptance of computertechnology: A comparison of two theoretical models. Management Science, 35(8), 982–1003.
De la Torre, E. M., Gómez-Sancho, J. M.,& Pérez-Esparrells, C. (2017). Comparing University performance by legal status: A Malmquist-type index approach for the case of the Spanish higher Education system. Tertiary Education and Management, 28(2), 1–16.
De Rijdt, C., Stes, A., van der Vleuten, C., & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review. Educational Research Review, 8, 48–74.
de Saille, S. (2015). Innovating innovation policy: The emergence or ‘Responsible Research and Innovation’. Journal of Responsible Innovation, 2(2), 152–168.
Feixas, M., Duran, M. M., Fernández, I., Fernández, A., García San Pedro, M. J., Márquez, M. D., … Lagos, P. (2013). ¿Cómo medir la transferencia de la formación en Educación Superior?: el Cuestionario de Factores de Transferencia [How to measure academic development transfer in higher education?: The Questionnaire of Transfer Factors]. Revistade Docencia Universitaria, 11(3), 219–248.
Gargallo, B., Morera, I., Iborra, S., Climet, M. J., Navalón, S., & García-Félix, E. (2014). Metodología centrada en el aprendizaje. Su impacto en las estrategias de aprendizaje y en el rendimiento académico de los estudiantes universitarios [Methodology centered in student learning. Its impact in the learning strategies and in the academic performance of university students]. Revista Española de Pedagogía, 72(259), 415–435.
Gibbs, G., Holmes, A., & Segal, R. (2002). Funding innovation and disseminating new teaching practices. Milton Keynes: National Co-ordination Team and Teaching Quality Enhancement Fund, The Open University.
Gros, B. (2016). Tecnologías digitales e innovación educativa: retos de una relación inevitable [Digital technologies and educational innovation: Challenges of an inevitable relationship]. En J. M. Mominó & C. Sigalés (Coords.), El impacto de las TIC en educación: más allá de las promesas [The impact of ICT in education: beyond promises] (pp. 157–176). Barcelona: UOC ediciones.
Holton, E. F., III. (2005). Holton’s evaluation model: New evidence and construct elaborations. Advances in Developing Human Resources, 7(1), 37–54.
Kirkpatrick, D. L. (1998). Evaluating training programmes. The four levels (2nd ed.). San Francisco: Berrett-Koehler Publishers Inc.
Lewins, A., & Silver, C. (2007). Using software in qualitative research: A step-by-step guide. London: Sage.
Marcelo, C., Mayor, C., & Gallego, B. (2011). Evaluación de la innovación educativa [Evaluation of educational innovation]. En C. Marcelo (Coord.). Evaluación del desarrollo profesional docente [Evaluation of the teachers’ profesional development] (pp. 129–150). Barcelona: Editorial Davinci.
Mauri, T., Coll, C., & Onrubia, J. (2007). La evaluación de la calidad de los procesos de innovación docente universitaria. Una perspectiva constructivista [Evaluation of the quality of the processes of university teaching innovation. A constructivist perspective]. Revista de Docencia Universitaria, 1, 5–17.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York, NY: McGraw-Hill.
Perrin, L., & Powell, B. (2004). Short-term intervention, long-term gain: Using action research projects for quality improvement in adult and community learning. London: Learning and Skills Development Agency.
Pineda-Herrero, P., Quesada-Pallarès, C.,& Ciraso-Calí, A. (2014). Evaluation of training transfer factors: The FET model. In K. Schneider, Transfer of learning in organizations (pp. 121–144). Cham: Springer International Publishing.
Polikoff, M.S., & Porter, A.C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis, 36(4), 399–416.
Rogers, E. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625–649.
San-Martín, A., & Peirats, J. (2014). Centros educativos inteligentes, luces y sombras sobre las políticas de transferencia tecnológica y las prácticas docentes [Intelligent educational centers, lights and shadows about the policies of technological transfer and the teaching practices]. Profesorado. Revista de Curriculum y formación del profesorado, 18(3), 64–79.
Tomàs, M., Castro, D., & Feixas, M. (2010). Dimensiones para el análisis de las innovaciones en la universidad. Propuesta de un modelo [Dimensions for the analysis of innovations at university. A model proposal]. Bordón, 62(10), 139–151.
Valverde, J., Fernández-Sánchez, M. R., & Revuelta, F. I. (2013). El bienestar subjetivo ante las buenas prácticas educativas con TIC: su influencia en profesorado innovador [The subjective wellbeing against good educational practices with ICT: its influence in the innovative teacher]. Educación XXI, 16(1), 255–279.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.
Vizcarro, C. (2003). Evaluación de la calidad de la docencia para su mejora. Revista de la Red Estatal de Docencia Universitaria, 3(1), 5–18.
Zhu, C. (2015). Organisational culture and technology-enhanced innovation in higher education. Technology, Pedagogy and Education, 24(1), 65–79.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Feixas, M., Martínez-Usarralde, MJ. & López-Martín, R. Do teaching innovation projects make a difference? Assessing the impact of small-scale funding. Tert Educ Manag 24, 267–283 (2018). https://doi.org/10.1080/13583883.2017.1417470
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1080/13583883.2017.1417470