These are not graphs but provide an impression of the
relationships between points
Boredom
“Boredom” only occurs in
research-intensive or mixed
research-and-teaching
Stories towards boredom are not
new to world or new to department
(5 of them) – they are new to
discipline
Stories were more concerned with
failure than stress (and more of
them were concerned with failure
than with stress). The closest to
boredom was 90 and the closest to
failure was 92, while closest to
stress was 69
Failure
Excessive stress
What long-term outcome of change do teachers in
this story fear most?
The change in this story ...
Affects other modules
(other colleagues)
Effects of change by time at institution and
teaching experience. In both cases the
longer time, the more it spreads out from
individual practice towards other colleagues
and then programmatic change. May be that
as you mature you are involved in
programmatic activities, or that you are
prepared to claim programmatic influence
Effect of who should listen: all on no-one are
individual practice and majority of discipline
should listen are individual practice.
Relates to individual
practice
Involves programmatic
change (QA)
The change in this story relates most to
As you move towards
“student achievement” you
get only teaching-intensive
institutions
And mid-career “teaching
longer than 10 years” – but
not “teaching longer than
20 years” where effect
disappears
Student
motivation
All female in outliers (5 of them) towards
student achievement tendency for greater
than 10 years at institution. All 5 about
scaffolding supporting students
No stories emphasise student motivation
(when looking at the new triangle)
Student
experience
Student
achievement
How do teachers react to the change this
story describes?
Adaptive, evolve with it
Distrustful, limit it
Four stories closest to the distrustful
zone are teaching-intensive or mixed,
over 40 in age, and should be
listended to by world, and institution.
Two feel informed, one glad and one
angry
In adaptive corner 3 over 20 years
experience, one that’s over 10 years
Addictive, accelerate it
The change in this story is
New to my discipline (but used in
other subject areas)
Make sure to slice this by:
- Institution-type
- Teaching experience
-Discipline
The observation here is that those that
claim material is “totally new” are
frequently wrong (pace when the
change occurred – which we didn’t
ask) but those who say “new to my
department” are often more
innovative.
Is this because the more experience
you have, the more you know you
don’t know? Or perhaps teachers in a
teaching-intensive environment may
be expected to know more?
Totally new, never been
tried before
New to my department (but
used in other institutions)
The change in this story is
New to my discipline (but used in
other subject areas)
When sliced by age – and/or
length of career
The older, the more likely to call what
they are doing as “totally new”
Possibly never been exposed to Staff
Development/PGCHE
Totally new, never been
tried before
New to my department (but
used in other institutions)
The change in this story happens because of
Institutional (and/or
departmental) culture
“Individual agency” mostly
“research intensive”
Stories who should be listened to by
my department or no-one special are
towards individual agency
Individual agency
External drivers (e.g.
technology, policy)
The change this story
describes had a short term
effect
The change this story
describes was persistent
and long lasting
The change this story
describes is small-scale
The change this story
describes is large-scale
The change this story
describes is limited to
individual practice
The change this story
describes involved
programmatic change
(QA)
The change this story
describes is the sort of
tweaking I do a lot
The change this story
describes was a one-off
activity
Change in this story is part of
a continuous and healthy
process
Change in this story is a
troublesome and
dangerous activity
When this is filtered by “institution-type” ALL “troublesome”
instances – in fact, pretty much everything below the 75th percentile
occurs in teaching-intensive institutions
And all are middle-career (in 40-49 age bracket)
Change in this story is as a
result of individual teachers’
actions
Change in this story is as a
result of strategic and
management activity
Note similarity of distribution to “troublesome & dangerous” (unsafe
because when you look at the stories, only one of them at the
management-imposed end is about what we would call
management-imposed change)
If examine outliers to right only one is about management imposed
change so inference above may not be valid – look at interpretation
The change described in this
story is evidence-based
The changes described in
this story arises from
instinct/intuition
More likely to say “the world” or “my discipline” should pay attention
to this story if they claim it was “evidence based”.
“evidence-based” claim is more likely to be linked with individual
being affected rather than module or programme – maybe something
to do with perception as to what evidence-based is.
Background of our sample and random
•
•
•
•
•
•
•
•
•
•
34 stories should be listened to by world, 32 by discipline, 16 by institution, 6 by department, 11 no-one special, so 66
should be listened to by a much wider audience.
44 enthused, 40 glad, 8 informed, 1 angry, 2 sad, 2 indifferent
None of the stories that report feeling informed are from research-intensive institutions
How long remember story: 60 forever, 32 for years, 1 for a week or two and 1 is trivial, 5 it will fade, so majority are
significant, memorable stories
Research-intensive (28), Teaching-intensive (36), Mixed teaching and research (31) Community college or FE (4) Other (1)
Less than a year (0) 1 to 5 years (11) More than 5 years (7) More than 10 years (33) More than 20 years (49) so the majority
of stories (82) represent people with more than 10 years experience
Age: 20 to 29 years (2) 30 to 39 years (16) 40 to 49 years (36) 50 to 59 years (27) 60 and above (17) I'd rather not say (2) so
majority over 40, most in age group 40-49.
In same institution: Less than a year (2) 1 to 5 years (19) More than 5 years (30) More than 10 years (33) More than 20
years (16)
Age 54 male, 44 female, 2 rather not say
Hardly anyone thinks that change is dangerous