Enacting and Sustaining Change in Undergraduate STEM Education: A Multiple Case Study across 6 Universities

Abstract

University teaching in STEM has come under increased scrutiny as internationally, a recognition of the importance of a STEM-literate future workforce is becoming clear. In STEM faculties, where change has been historically difficult and the tension between teaching and research more pronounced, this represents a significant challenge. Although there have been no widespread success stories or single models for pedagogical change in STEM in higher education, there have been unique ‘pockets’ of excellence; faculties, groups or individuals that are making a significant difference. In this study, we adopt a multiple case study approach to identify emergent themes underlying ‘pockets of excellence’ at six Australian universities. We argue that the four themes correspond to critical factors; a ‘champion’, support for the champion from the leadership team or a mentor, a critical mass of supporters, and an institutional culture that values the contribution. We find that although change can occur with some of these present, for it to be lasting, all must be emphasised to some degree.