Educational Designer social influence: changing teaching and learning practice

Abstract

In the current neoliberal agenda, universities require Educational Designers (EDs) to establish influence and ensure the improvements in education for the benefit of graduates. The preservation of high-quality teaching is fundamental in connecting educators with students, which was crucial during the COVID-19 pandemic. Yet, the influence of EDs on affecting a change in teaching practice has not been adequately explored. This case study collected qualitative survey responses from seventeen EDs in one Australian university, and used inductive thematic analysis to explore how they attempted to influence academics to change teaching practices. Results indicated a definitive need to collaborate with academics to implement the desired changes. Moreover, strong professional relationships with academics, effective communication, and creating a favourable environment were important to the EDs’ influence attempts. Cultural challenges within the university was an interesting discovery regarding influence capability. These findings provide key insights into how EDs support a change in educational practice within the university environment.