Building Faculty BUYIN with Internal Auditing Presented by
Building Faculty BUY-IN with Internal Auditing Presented by: Jami Nininger Miriam Bowers-Abbott Beth Medaugh
1. 2. 3. Replicate best-practices for course auditing Describe innovative approaches to building a collaborative, effective auditing team Utilize the acronym BUY-IN to plan collaborative, effective team auditing processes. Objectives 2
Growth is painful. Change is painful. But nothing is as painful as being stuck somewhere you don’t belong. 3
The Problem 4
Obstacles to Change 1) Inertia 2) Lack of clarity on how to “get there” 3) Overcoming faculty fears: time, territoriality, poor communication, lack of support, and traditions. . .
The Solution: 7
Build the right auditing team Anatomy of an Internal Auditor Non-scary, non -intimidating communicator Eyes for details Fearsome Follow-through
Auditor Personality Types • Achiever -hard worker, sets goals, makes lists, produces things • Learner -can approach a variety of topics and learn • Responsibility –doing right things/doing things “right” • Relational – cultivates trust
Unity of Purpose • Creating relevance • Promote team work by facilitating SELFauditing opportunities • Team Tools
Yardsticks
What do QM yardsticks look like? The rubric is a big yardstick, you can also break things down into manageable “rulers”. . . 1) Begin with alignment 2) Measurable objectives 3) Consistency Quality Matters. (2014). Quality Matters Higher Education Rubric Workbook Image. Retrieved from http: //archive. constantcontact. com/fs 168/1102365224616/archive/1118087 579655. html
Inclusive & Invested • We can learn from EVERYONE • Emphasis on team accomplishment • Institutional Investment
Nurtures • QM calls for recommendations that are Constructive, Measurable, Sensitive & Balanced • Praise sandwich controversies • 5: 1 feedback • 3 Bs (Brother, Be Brief)
Better Criticism Through Neuroscience (1) Priming (2) Unwelcome news (3) Recency/ call to action "There are few changes you'll want to make in your classroom. It looks like your objectives don't line up with your activities. I know we can edit that so the objective section is as terrific as the rest of your content. " 15
Proof is in the Pudding Using a Likert scale, 90% of faculty who completed the process of peer review found it helpful or very helpful. 0% found it unhelpful.
Proof is in the Pudding 7 of 14 courses in the program of study have received official QM certification since the start of the initiative in January 2017
Challenge and opportunity • What if the course is an organizational disaster. How do you address it? • What if faculty don’t reply to requests. How do you address it? OR Image retrieved from http: //weclipart. com/helping+someone+up+clipart
References Chandler, N. (2013). Braced for turbulence. Understanding and managing resistance to change in the higher education sector. , 3(5). Retrieved from http: //article. sapub. org/pdf/10. 5923. j. mm. 20130305. 01. pdf Clifton, D. (2007). Discover your Clifton strengths. Gallup Press. Kanter, R. M. (2012). Ten reasons people resist change. Harvard Business Review. Retrieved from https: //hbr. org/2012/09/ten-reasons-people-resist-chang Sinclair, M. & Osborn, S. R. (2014). Faculty perceptions to imposed pedagogical change: A case study. The Nebraska Educator. Retrieved from https: //digitalcommons. unl. edu/cgi/viewcontent. cgi? referer=https: //www. google. com/&httpsredir=1&article=1015&context=nebeducator Univerity of Florida. (2015). How brain science can make you a better writer. Retrieved from http: //news. ufl. edu/articles/2015/09/how-brain-science-can-make-you-abetter-writer. php 19
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