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Abstract

In recent years there has been a resurgence of interest in innovation in teaching and learning in higher education. Now more than ever, academics are advised that engaging in educational innovation for the purposes of improved student learning is supported, valued,and rewarded. However, embracing innovative teaching practice requires academics to develop new skills and understandings, take on extra work, risk failure and invite disapproval from staff and students. Ultimately, focusing upon educational innovationrather than discipline research can be a risky career move if it is not undertaken strategically. This paper provides insight into the characteristics of two innovative academics from the discipline of science and explores the dimensions of innovation as it pertainsto teaching and learning. A framework emerged from an analysis of their experience which identifies different types of educational innovators in higher education, discriminating between three individuals with regards to the level at which they seek to influence practice.

Item Type:	Article
Authors/Creators:	Fraser, S
Keywords:	innovation, university, science teaching, leadership
Journal or Publication Title:	Higher Education Research and Development
Publisher:	Routledge
ISSN:	0729-4360
DOI / ID Number:	10.1080/07294360.2019.1654439
Copyright Information:	© 2019 HERDSA
Related URLs:	Google Scholar: Fraser, S UTAS Profile: Fraser, S
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