Abstract
This article examines a common problem in higher education – how to create more widespread use of improved practices, often commonly referred to as innovations. I argue that policy models of scale-up are often advocated in higher education but that they have a dubious history in community development and K-12 education and that higher education leaders should shirk policymakers’ push to use a scale-up model of change. These thoughts are conceptual and are based upon a critical review of literature in community development and K-12, but I also draw upon empirical data in reviewing examples of widespread use of innovations in higher education.
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Notes
Scale-up literature commonly uses the term innovation to refer to the type of change. This article is critiquing “scale-up,” and the notion of change as innovation, as something outside and wholly new. In social movements and mutual adaptation, change is not referred to as innovation but more commonly as improved practice building off existing organizational practices. In the article, I refer to all of these terms for change. However, in the beginning. when referring to scale-up. I will use the term innovation. Then, as I advance through the article, I will use the terms improved practice or beneficial change that fit better with the models of social movements and mutual adaptation.
Certainly there are more nuanced definitions of scale that examine the level at which the reforms are undertaken (classroom, school, district) and the breath of impact of what is scaled up --structures, programs, strategy, or resource base, for example (Samoff et al. 2003). Yet, this general definition holds among many studies across policy and development circles.
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Kezar, A. What is the best way to achieve broader reach of improved practices in higher education?. Innov High Educ 36, 235–247 (2011). https://doi.org/10.1007/s10755-011-9174-z
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DOI: https://doi.org/10.1007/s10755-011-9174-z