Welcome to the First Meeting of the Students as Partners Change programme 14 June 2012

Steve OutramDr Helen May Professor Stuart Brand NewportSheffield HallamKingston Ulster Luke MillardKevin GermaineDerfel Owen Oxford Liverpool John Moores Newman Birmingham City Swansea Met/ Trinity Saint David MMU Meeting your supporters 2

Liquid café

Each participant sits at a table where a question is posed. Participants can choose to stay at the table and discuss...or move to another table of their choice. All can write/doodle on the ‘tablecloths’ to record their thoughts…be as creative as possible - make it a work of art! Liquid café Method

 Whoever comes are the right people  Whatever happens is the only thing that could have  Whenever it starts is the right time  When it's over, it's over Owen, H (1997) Open Space Technology: A User's Guide, Second edition. Berrett-Koehler Publishers Inc. San Francisco. Principles

Host: One person willing to take responsibility to call the conversation, invite others in and make sure something gets harvested Participant: Anyone who is wants to stay the whole time and participate fully. Bees: Those who move from conversation to conversation cross-pollinating the learning. Butterfly: Those who may not want to be in any conversation but may observe. A new, unexpected conversation may happen when two butterflies meet. Liquid café Roles

Table 1: How can your initiative influence the culture of your institution? Table 2 : What are the key and essential features of effective staff/student partnership working? Table 3:How can the HEI support staff-students partnerships? Table 4: How can we persuade/influence individual practice? Questions 7

Innovation Transformation but no innovation Innovation & transformation No transformation and no innovation Innovation & some transformation Business-driven methods e.g. continuous improvement, BPR & TQM methodologies Incremental change No strong external drivers for change Organisational inertia Strong drivers for change Funding oriented more towards local transformations Transformations not always embedded institutionally Relationship between innovation and transformation in HE HE-specific innovative “change & embedding” processes & techniques Long-term “smart” partnerships (collaboration not competition - schools, faculties, institutions, employers, sectors, international) “Business-like” approaches 12 34

Reaching the Early Majority

12345 Distribution of Adopters – Rogers, 1983 The members of each group have their own social and psychological characteristics that underlie their willingness to accept, adapt to, and implement change. Early adopters Innovators Early majority Late majority Laggards

Early Majority Late Majority Laggards Early Adopters Innovators The ‘Chasm’ Number of Adopters Time 2.5%13.5%34% 16% Critical mass for widespread adoption is thought to be 15% to 20% Early Market Mainstream Market Late Market Adapted from Rogers (1983), Moore (1991), Geoghegan (1994)

Though people don’t cross the chasm, we can try to reduce its size so that the rate of adoption doesn’t stall too much as adoption moves from the early adopters to the early majority. The earlier we get the early majority on board, the narrower we have made the chasm.

How can we ‘shrink the gap’ between the two key groups of people?

Favour revolutionary change Visionary Project orientated Risk takers Willing to experiment Generally self- sufficient Favour evolutionary change Pragmatic Process orientated Risk averse Want proven applications May need significant support

Things to consider…. What is your story…?

Elevator Pitch In pairs, you have 30 seconds to pitch your story to someone who you need to influence. On-line pitch wizard Tip – According to Chip and Dan Heath, a ‘sticky story’ is one that is Simple Unexpected Credible Concrete Has an emotional appeal

Know your target Their ‘perceptions’ – of you, your motives Their ‘information’ – What they do or do not know? Their ‘attitudes’ – Hostile, resistant, trusting, up for it Their ‘motives’ – What they want, their needs/objectives? Their ‘roles’- Are you introducing anxiety or support? Their ‘values’ – What they believe to be good and bad? Their ‘language’ – Technical, informal, formal

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Learn - Achieve - Succeed 07/15/08 06:33 PM Time’s Up! 00:00 END To replay the timer press the green “home” button To close the timer press the white button labeled END.

Social Network Analysis

Know yourself

Known To Others Arena Adaptable 4 Caring 3 Calm 2 Intelligent 2 Blind Spot Reflective 6 Helpful 4 Knowledgeable 3 Brave 3 Able 2 Warm 2 Friendly 2 Witty 2 Responsive 2 Trustworthy 2 Cheerful Complex Modest Energetic Relaxed Accepting Observant Bold Organized Sensible Giving Tense Self-conscious Nervous Clever Not known to others Façade Patient Sympathetic Unknown Confident, dependable, Idealistic, independent, ingenious, introverted, kind, logical, loving, mature, powerful, proud, quiet, searching, self-assertive, sentimental, shy, silly, spontaneous, sympathetic, wise

Who are you going to talk to ….? Remember your stakeholder analysis…..

Acknowledgement The first slides about Moore’s chasm were developed by Professor Alan Mortiboys; an educational and organisational development consultant Contact telephone: ALSO - Gilbert, S., & Geoghegan, W. (1995). An "online" experience: discussion group debates why faculty use or resist technology. Change, 27(2), )

Thank you

Stepping Stones

Next Steps 41

 Inform us of any relevant resources or research you may have to share with other institutions by end July  Let us have your reflections and ideas, through the feedback survey which will remain open until 29 th June  Ensure the dates are in your diary for the residential September 27 and 28 th (Leeds) and final meeting February  Please ensure you have paid for any additional team members by 31 July Next Steps 42

 Address any admin/technical queries to  Contact your supporter with any specific queries.  Draw on one another’s expertise and experience. Next Steps continued 43

Any questions? 44