Name of Institution Names of ITP Change Project Participant and CoParticipant Year of participation in ITP Country of origin Research informing the Reflexive Learning Model of the ITP ID: 491777
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Slide1
TITLE OF YOUR PRESENTATION:
Name of Institution:
Names of ITP Change Project Participant and Co-Participant:
Year of participation in ITP:
Country of origin: Slide2
Research informing the Reflexive Learning Model of the ITP
We have worked with an emergent theory of social change to design the ITP curriculum
It involves
1) giving attention to understanding of context and structural conditions;
2) engaging in socio-cultural learning interactions - across contexts and in own context to stimulate processes of ‘learning to change’ and the agency of course participants in their contexts; and
3) reflections on the changes to understand them within spheres of influence (positions and practices) Slide3
ITP Learning
Programme Design
(using Archer’s morphogenetic theory as lens to trace structural conditions (T1) at start; social interactions during the training programme (T2-3) and changes in contexts, programmes, practices and conditions (T2-4): Elaboration of existing context through mobilisation of agency
Reflexivity and professional development
Changed practice
Changes at institutional level? Slide4
EXAMPLE:
Uganda- Buisitema University
Integrating ESD into curriculum development and teaching practices in Science Education FacultySlide5
Enhancing Systemic Contextual Understanding: The USAT TOOL
Background to its
development
What informed the
designSlide6
The design of the
tool
Key design
features
USAT Parts
USAT Indicators
Whole
institutionSlide7
Using the USAT
Head of department, faculty, unit or programme coordinator, etc.
Rating of indicators by completing the score sheets & for Parts B to D; explaining the activity and how it can be improved, etc.
Based on the score X
-Interviews
-Content analysis (documents, websites, etc.)
-ObservationsSlide8
USAT data use
Data usage
SignificanceSlide9
Reflections on the use of the USAT tool in the ITP
Mandy
– Useful tool that provides the institutions with a visual representation of the status quo. Provides decision makers with a bases to take action.
Vanessa
–
It provides evidence of situated sustainable/unsustainable practices.
It provides a clear justification for change and the needed kind of change in the audited Institution/Faculty
or Department. It is therefore a gateway to the start-up of urgent institutional need-based ESD mainstreaming. Mucha – The tool has been used in other ways not anticipated during it’s development, e.g. the varied / flexible meaning of “unit” (a degree programme, a department, or a faculty) and the use of indicators as guidelines, not only to improve practices, but to identify / define new sustainability practices which institutions could implement. Heila – Useful for institutionally locating the change process (not just the problem of 1 person); Very useful tool for ongoing monitoring and evaluation of ESD implementation over time Slide10
Three phases of PhD research
Phase 1
- ITP tracking research (Asia and Africa)
Phase 2
– Morphogenetic and position-practice system analysis and ESD mainstreaming (Africa);
Phase 3
– Deeper morphogenetic and position-practice system analysis and laminated system explanation of Swaziland, Zambia and Botswana ITP participants and MESA Chairs (Southern Africa).
Understanding change processes over time: ITP Tracking Research Phase 1: ITP Tracking and development of ITP database Participants and co-participants namesInstitutionsCountriesInstitutional contextChange project titleChange project starting point and process of implementationOutcome of change project implementationDetermining the category of change projectFurther action plan on change projectRelevance to the short and long term objectives of the ITP.Phase 1-3: Sources of data and time frameDocument review - ITP reports (2008-2013); Computer assisted survey questionnaire (2013 – Africa and Asia participants)Self-administered semi structured questionnaires (31 African participants in SA-2013); Individual interviews (3 participants in 2012 & 19 participants in 2014 – Swaziland, Zambia, Botswana); The internet, University websites, institutional documents and national, regional and global documents.Categories of change project innovationCategory A: New Policies and StrategiesCategory B: New Management PracticesCategory C: New Tools and MethodsCategory D: New Programmes and CoursesIn addition to Category A-D:Category E: New structures and networksCategory F: InternationalisationSlide11
PHASE ONE
ITP
TRACKING RESEARCH (AFRICA AND ASIA)
PHASE TWO
MORH.
AND
POSITION
-PRACTICE SYSTEM & ESD MAINSTREAMING (AFRICA) PHASE THREE POSITION-PRACTICE SYSTEM, MORPHOGENETIC ANALYSIS & LAMINATED SYSTEM EXPLANATION (SOUTHERN AFRICA)TOTALASIAAFRI-CA NORTH AFRICA(3) WEST AFRICA(4) CENTRAL AFRICA(1)EAST AFRICA(4) SOUTHERN AFRICA (11)COUNTRIES351223 SUDANEGYPTMORO-CCOLIBERIANIGERIAGAMBIASENEGALCAMERO-ONKENYAUGANDAETHIOPI-ARWANDASWAZILAND, ZAMBIA, BOTSWANA, MALAWI, MADAGASCAR, NAMIBIA, MAURITIUS, TANZANIA, MOZAMBIQUE, SEYCHELLES, SOUTH AFRICAHEIs1084068
6 HEIs:
UNISWA; UNZA, CBU, NIPA,
KCoE
, UB
PARTICIPANTS
283
119
164
17 ITP
+ 3 MESA CHAIRS
CHANGE P
141
58
83
9
change projects
Understanding change processes over time: Phases of PhD Research Slide12
SOCIAL STRUCTURE
HUMAN AGENCY
MEDIATING SYSTEM CALLED
POSITION-PRACTICE SYSTEM
The
position-practice mediating system involves
“
the positions (places, functions, rules, tasks, duties, rights, etc.) occupied (filled, assumed, enacted etc.) by individuals, and of the practices (activities etc.) in which, in virtue of their occupancy of these positions (and vice versa), they engage” About position-practice system - Phase 2-3 research Slide13
POSITIONS IN UNIVERSITIES
Chancellor
Vice-Chancellor
Deputy Vice-Chancellor
Registrar
Bursar
Dean of Students
Librarian Deans of FacultyDeputy/Assistant DeanDirectors of Directorate, Centre, Institute, and Unit Head of Department (HOD)/ UnitDeputy Head of DepartmentSenior lecturerJunior lecturerStudents Representatives StudentsCasual workersPhase 2-3: Position-Practice System (P&PS) = Sphere of influence Implication of position-practice system for effective ITP ESD mainstreaming HEIs:The choice/kind of change project proposed by a participant and the expectation on the participants to implement such should be based on the sphere of influence associated with their position-practice system (Evident in most African cases).Effective mainstreaming of ESD in HEIs is enabled/constrained by the P&PS of not just the ITP participants but the P&PS of others in/outside their institution e.g. MESA Chairs, VC, Colleagues, Min of Education, Min of Environment etc. (Evident in all 3 countries).Slide14
7
.
The planetary-level
(or cosmological) level
- Global trends and responses.6.
The mega-level of the analysis of whole traditions and civilizations – Continental issues
5. The macro-level orientated to the understanding of the functioning of whole societies or their regions – Africa
4. The meso-level at which we are concerned with the relations between functional roles –countries3. The micro-level studied - Institutions2. The individual level or biophysical level – Material circumstance1. The sub-individual-level psychological level – Identity, personalityWhy use the laminated system for understanding and explaining ESD?A system that refers essentially to several different levels of reality in an open systemSocial events are systemic in nature and the reference to any system at one or any level will necessitate the compulsory involvement and reference to the others. Cognisance of the existing hierarchy of scale of social events – more macroscopic or overlying and less macroscopic and underlying.Seven-scalar social being - enables the possibility of social explanation at seven distinct levels of agency and collectivity that social life are concerned with or related to.Phase 3: Laminated System Implication of morphogenetic and position-practice system analysis, and laminated system explanation for ESD mainstreaming in HEIs:The constitution of a laminated system analytically enables the visibility and explanation of the obvious multiplicity and complexity of ESD issues stemming out of each level, context and scale.The characteristics of individuals at level 1-3, and the characteristics of the society at level 4-5 and planetary issues/risks/responses at level 6-7 all shape the status of ESD – Why leave out an efficacious level?Investigating, monitoring and analysing individual learning and change process, collective/institutional learning and change process and socio-cultural/Socio-ecological changes – especially after professional capacity development of agents, which are essential to effective ESD, is possible!Slide15
Summary … ITP Learning and Change