Some reflections on the overall project, taken from the final HEFCE report
1. Cross-university working is complicated:
Despite commitment from both site teams, it has been more difficult than expected to coordinate effective collaboration between the two partner institutions. Although there appears to be alignment at the stated strategy level, with both committed to improving the learner experience, the different fundamental natures, the administrative systems and the timetables of the two institutions have complicated practical coordination, making the day-to-day collaboration, envisaged in the bid, difficult and time-consuming.
2. Evaluating effective changes to teaching practice is challenging:
We have adopted a case study approach to evaluation. This is specifically because of the difficulty of comparing courses, and one-off T&L events, which can differ markedly in their number, scope, purpose, disciplinary area and intended learning outcomes – as well as the usual complexities around comparing different cohorts. In many cases, so many variables changed during the implementation of teaching within each of the creativity zones that it is difficult to compare the results directly with previous or subsequent teaching in other spaces.
It was also methodologically impossible to disentangle the effects of team involvement on teaching in the spaces, from the impact of particular tutors and disciplinary differences. The spaces have been used in an extremely wide way to support a variety of teaching and learning events, from one off “spectaculars”, through blocks of teaching within a course, to whole course support. Additionally there have been projects and events designed to support student learning which fall outside of the formal course structure, along with others supporting the broader Creativity agenda of the University and the wider HE Sector. To this end the evaluation process undertaken has been concerned with assessing the value of the project to its numerous stakeholders.
3. The overall impact of large projects such as the CETLs will continue beyond funding end:
In addition, much of the wider impact of the project may not be visible during the time frame of the funded project; tutors who have learnt to approach their teaching from a different perspective will take this to other institutions and sectors, schools and universities interested in employing some of the learning around the design of physical learning spaces may still be in the planning phase.
Although the CETL in Creativity has already made considerable impact on the sector, it can be expected to continue to influence discussion and design around teaching and learning and its overall impact cannot be summed up fully at this stage.
Our ‘home audience’ was originally tutors and students in Engineering, Product Design and Informatics in Higher Education. There has already been much transfer of learning beyond these disciplines, and beyond the HE sector itself, over the course of the project. This is principally in the form of understandings achieved through dialogue at workshops, visits and presentations. However, we are currently in the process of generating practice guides and further dissemination materials in order to ensure a more concrete legacy.
