1. Do educational innovation projects lead to quality improvement?
Piet Verhesschen Katrien Persoons
Paper presented to the 30th Annual EAIR Forum 24 to 27 August 2008, Copenhagen, Denmark

2. Structure of the presentation
Introduction
Education Innovation Projects K.U.Leuven
Evaluation Study
Findings
Conclusion
Discussion
Recent Developments

3. Introduction
stimulation of educational innovation by means of projects
since 1997 at K.U.Leuven, yearly
EI: Educational Innovation projects
goal = translate educational concept into day-to-day practice
student-centered approach in ed. conc.  focus = learning process of students
our question: effective?

4. Education Innovation Projects (1)
characteristics:
yearly call for proposals
procedure similar to research projects e.g. judged by commissions of peers
(groups of) professors can submit proposal
focus on innovative character
Educational Council puts forward a list of priority themes

5. Education Innovation Projects (2)
further characteristics:
10 to 15 projects each year
yearly budget ± € 1.5 million
project budget: assistant for 1 or 2 years
additional support from central university support offices
after completion, a report must be submitted + engagement in dissemination activities

6. Education Innovation Projects (3)
some selection criteria:
in line with educational concept of university
clear benefits for students, strong learning environment
innovative character
feasibility
long term effect, generic value
project not feasible without additional financial support
not for regular work or to buy equipment

7. Evaluation Study (1) first evaluation study after 5 years
appropriate way to translate ed. concept
pilot for ICT-supported learning
education became an issue
continuity problematic
follow-up study in
are the projects successful?
do they contribute to successful (long-term) innovation?

8. Evaluation Study (2) sample of finished projects 2000-2002
40 projects in total, sample of 15
selection criteria:
focus on development and implementation of teaching materials or approaches
no change in context of original project
EI-budget was only financial support
analysis of project reports
interviews with promoters about results and impact of project

9. Findings (1) all projects considered successful
actualisation of the course
step towards follow-up project
learning environment seen by peers as good practice
publications
dynamic about education innovation
added value for students & course
e.g. attention for skills development
e.g. implementation of ed. concept in entire programme

10. Findings (2) impact on other innovation initiatives limited or unclear
long-term effect, despite temporary financing
some suggestions:
maintain the ICT systems developed
assistant should be member of team
focus on development of methods or processes, not products
budget: flexibility & possibility of follow-up

11. Conclusion
substantial part of EI have impact on the long term i.e. most projects induce a successful, long lasting innovation and thus contribute to quality improvement
necessary preconditions:
measures taken to guarantee continuity after initial project phase
approval and support of the programme committee

12. Discussion (1): criticism
sample selection criteria biased towards high-impact projects
promotors are not neutral observers of own projects
no assessment of student learning processes as such

13. Discussion (2): importance of EI
Nevertheless:
effective policy strategy
impact beyond project as such (dissemination of good practices, initiation of discussion about education)
motivational effect: affirmation that university authorities are concerned about the quality of teaching

14. Discussion (3): preconditions
projects should be in line with educational concept
projects should be integrated in educational policy plan of faculty (in a range of quality improvement activities)
projects should aspire long-lasting results
continuity of the project
approval and support of programme committee

15. Recent Developments (1)
in recent years, decline in number and quality of project proposals
possible explanations:
too much stress on innovative character
similar initiative of K.U.Leuven Association
Bologna has been time-consuming
(changes in) deadlines

16. Recent Developments (2)
redefinition of approach
broaden scope: individual course + entire curriculum + group of students
broaden target group: professors + programme committees + faculties
revise selection procedure
→ not EI but ‘educational projects’

17. Contact Details Piet Verhesschen
K.U.Leuven, Office for Educational Policy
Krakenstraat 3, box 5200
B-3000 Leuven
Belgium
+32 (0)