Embedding CETLs in a performance‐oriented culture in higher education: reflections on finding creative space

Lynn D. Clouder; M. Oliver; J. Tait

doi:10.1080/01411920802224154

Embedding CETLs in a performance‐oriented culture in higher education: reflections on finding creative space

Lynn D. Clouder, M. Oliver, J. Tait

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Abstract

This article offers insight into the realization of the Higher Education Funding Council for England's vision for Centres for Excellence in Teaching and Learning (CETLs) as catalysts for change. Two CETLs, the Centre for Interprofessional e‐Learning (CIPeL) and the Surrey Centre for Excellence in Professional Training and Education (SCEPTrE), provide illustrative cases of two similar but different change initiatives. CETLs might be expected to embody and inspire creativity in teaching and learning yet they are embedded in institutions where activities are increasingly shaped by the discourse of performativity. Findings from the two case studies, which focus on similar schemes designed to promote staff involvement in creative projects, challenge the suggestion that creativity is stifled in a performative context.

Original language	English
Pages (from-to)	635-650
Journal	British Educational Research Journal
Volume	34
Issue number	5
DOIs	https://doi.org/10.1080/01411920802224154
Publication status	Published - Oct 2008

Bibliographical note

This is an electronic version of an article published in the British Educational Research Journal, 34 (5). pp. 635-650. The British Educational Research Journal is available online at: http://www.informaworld.com/10.1080/01411920802224154

Keywords

centres for excellence in teaching and learning
change initiatives
teaching
learning
creativity

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Embedding CETLsAccepted author manuscript, 259 KB

Cite this

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Embedding CETLs in a performance‐oriented culture in higher education: reflections on finding creative space

Abstract

Bibliographical note

Keywords

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