What and who really drives pedagogic innovation?


  • Chrissi Nerantzi Manchester Metropolitan University
  • Barbara Thomas


This article reports on findings linked to the conditions that foster pedagogic innovation in higher education. These emerged from the pedagogic innovators project (#pin), an exploration into the factors that aid and hinder the development of pedagogic innovators. They provide insights into the key factors that push individuals in higher education to innovate in their teaching. The findings of this study indicate that these are strongly associated with the individuals themselves, their attitudes, behaviours and beliefs towards creativity, innovation and the value they place on development as well as their determination to pro-actively experiment on their own and in collaboration with others. The institutional context, culture and availability of resources appears to be perceived of lesser importance. The implications these findings have for how pedagogic innovators work within higher education institutions is explored and recommendations are made that could foster conditions to cultivate and spread pedagogic innovation within and beyond a particular institution. 


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Author Biographies

Chrissi Nerantzi, Manchester Metropolitan University

Academic developer, Principal Lecturer in Academic CPD, see @chrissinerantzi

Barbara Thomas

Barbara  works as an independent consultant in Higher Education. Previously she undertook  roles related to  Learning and Teaching and including programme leader for a PG Certificate in HE Learning and Teaching for new staff and as a national Academic Developer for Art and Design.  Research activities and interests include the areas of Continuing Professional Development (CPD) and Research Informed Teaching (RIT) through collaborative action research  projects disseminated nationally and internationally and has co-authored publications




How to Cite

Nerantzi, C., & Thomas, B. (2019). What and who really drives pedagogic innovation?. Student Engagement in Higher Education Journal, 2(3), 234–260. Retrieved from https://sehej.raise-network.com/raise/article/view/1009