Contemporary PATS
One way to represent a contemporary PATS design is to use a matrix that describes the dimensions of what can be or is being varied from the classic version. The matrix functions as a framework for understanding where each contemporary PATS case is situated in relation to other PATS cases. The primary dimensions of variation are:
Purpose: an aspect of Quality Enhancement (QE)
- Quality Improvement (QI- : fixing a problem or QI+ : implementing an innovation)
- Quality Assurance (QA: reporting external standards)
- Scholarship of Learning and Teaching (SOTL: reporting to the higher education community)
People: Peer partnership model
- Mentor/mentee, peer-to-peer
- Employment category (casual, contract, permanent)
- Mode of peer interaction (Face-to-face; distance)
Process: to ensure planning, milestones, reports, professional development, deliverables
- Timeframe for engagement
- Scope (unit/course/program/curriculum mapping)
- Outputs (Things to deliver: e.g. teaching innovation, new resources, course review, course accreditation, reports, publications, new resources)
| Variation by | Variation of some or all elements in the matrix | ||
|---|---|---|---|
| Purpose | QI – Quality Improvement | QA – Quality Assurance | SOTL – Scholarship of Teaching & Learning |
| People | PPM – Peer Partnership Model | EC – Employment Contract | MI – Mode of peer Interaction |
| Process | T – Timeframe for engagement | S – Scope | O – Outputs |
Table 1. PATS Variation Description Framework – the 3P3V matrix
The relationship between “Classic” and “Contemporary” PATS
The case stories in this Guide describe a wide range of PATS variations. Variations build in choice and discretion, the ability to respond to contextual constraints and to create links to existing institutional systems for professional development, reporting and rewards. However, it is important to establish, “What changes to the original PATS design are possible such that a contemporary PATS is identifiable as a variation of classic PATS?”
Table 2 summarises core characteristics of classic PATS in comparison with PATS variations in terms of ‘on a spectrum’.
| ‘Classic’ PATS | PATS variations |
|---|---|
| Tightly structured framework of activities to achieve specific goals that are related to improving a single unit. | Loosely structured set of activities aligned to achieve specified goals that are related to which aspects of quality enhancement are in focus. |
Highly specified relational process
|
Negotiated relational process
|
| Limited scope goals (Quality Improvement focus – either remediation or reinvigoration of a subject/unit within a degree program). | Situated goals related to different aspects of quality enhancement
Nested goals (can include quality improvement, quality assurance and SOTL). |
| Short-term, limited scope quality improvement projects, one-off. | Project scope and timing extendible; can include ongoing projects dedicated to continuous quality enhancement. |
| Targeted, externally provided professional development (e.g. workshop). | Ad hoc, opportunistic, in-house or externally provided professional development. Shared leadership in capability building of teachers. |
| Scholarship a welcome but not expected outcome. | Scholarship can be embedded into the PATS variation as a core element. |
| Design is underpinned by explicit theoretical understandings that inform decision-making in relation to People, Purpose and Process.
Goal is to empower teaching staff through model of peer-led, collegial activities Value the individual (their role, contribution, knowledge and skills) Relationships based on respect and mutual desire for good teaching practice and curriculum design/delivery Rewards (tangible and intangible) Establish an evidence-base to inform decisions so that curriculum and teaching meets the requirements of standards for learning and teaching (monitoring, intervening, reporting) |
|
Table 2. Core characteristics of ‘classic’ PATS and ‘contemporary’ PATS variations