(description and source)

"This term refers to full proposals for innovation and development grants, and for strategic priority commissioned grants." (OLT 2015, p. 45) 

Source document for glossary entry: Office for Learning and Teaching. (2015). 2016 Innovation and Development Grants and Strategic Priority Commissioned Grants: Programme information and application instructions. Version 1.0.

(description and source)

(Explanation and source)

People who can increase the likelihood of embedding, upscaling and sustainability of project outcomes.

Source document for glossary entry:  Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

See also end users, stakeholder and targeted potential adopters.  

The existence of “a fertile environment [which] nurtures a climate of risk taking and systematic change [which are] essential conditions for successful innovation and dissemination” (Southwell et al. 2005, p. 53).

Source document for glossary entry:  Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

Reference used in glossary entry: Southwell, D., Gannaway, D., Orrell, J., Chalmers, D., & Abraham, C. (2005). Strategies for effective dissemination of project outcome: Carrick Institute for Learning and Teaching in Higher Education.

Aspects of a project that bring about 'changes of knowledge, understanding and belief' (Nutley et al. 2003, p. 11).

Source document for glossary entry: Key terms for designing influence-focussed learning and teaching projects. OLT

Reference used in glossary entry: Nutley, S., Solesbury, W. & Percy-Smith, J. (2003). Models of research impact: A cross-sector review of literature and practice. London: Learning Skills Research Centre

(Description and source)

The tangible products that a project produces and seeks to disseminate to others, as a core aspect of the project.

Source document for glossary entry: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

"In the context of the grants programme, a deliverable is an output from the project - a product or resource that has been generated through undertaking the project. Deliverables include frameworks, criteria, learning resources, workshops, reports, learning objects and tools etc. The terms deliverable and output can be used interchangeably" (OLT 2015, p. 45).

Source document for glossary entry: Office for Learning and Teaching. (2015). 2016 Innovation and Development Grants and Strategic Priority Commissioned Grants: Programme information and application instructions. Version 1.0.

In the context of the grants programme, dissemination is ‘the planned process of understanding potential adopters and engaging with them throughout the life of the project, to facilitate commitment to sustained change’. It is a key means by which project impact is achieved. Dissemination activities are ‘The individual actions by which aspects of the project are disseminated to others, for awareness, knowledge, and action’ (Hinton et al. 2011, p. 6).

Source document for glossary entry: Office for Learning and Teaching. (2015). 2016 Innovation and Development Grants and Strategic Priority Commissioned Grants: Programme information and application instructions. Version 1.0.

Reference used in glossary entry:  Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council.

The individual actions by which aspects of the project are disseminated to others, for awareness, knowledge, and action.

Source document for glossary entry: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

The intentionally-developed approach to dissemination of a particular project which includes identification of targeted potential adopters, an assessment of the climate of readiness for change, planning how engagement will be built throughout the project, and enabling transfer of project outcomes.

Source document for glossary entry: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

“The engagement of an innovation in the local process and perhaps the modification of policies, procedures and structures to accommodate the new practice” (Southwell et al., 2005, p. 81).

Source document for glossary entry: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

Reference used in glossary entry: Southwell, D., Gannaway, D., Orrell, J., Chalmers, D., & Abraham, C. (2005). Strategies for effective dissemination of project outcome: Carrick Institute for Learning and Teaching in Higher Education.

People for whom the innovation is designed, such as students.

Source document for glossary entry:  Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

'The authentic involvement of targeted potential adopters by including them in the evolution of the project findings throughout the project.'

Source document for glossary entry:  Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

Impact is the difference the project makes to the area of focus in terms of changes and benefits, during and after the project has finished. The Office for Learning and Teaching (OLT) have developed an Impact Management Planning and Evaluation Ladder (IMPEL) to guide grants applicants to consider the project's impact at multiple levels.

This is a person (or a team) who is appointed by the grant recipients for the purpose of evaluating the effectiveness and impact of the project. This person or team is not involved in the conception, development or delivery of the project. They may also be referred to as an external evaluator. Note that independent evaluators are mandatory for some categories of grant (e.g. Commissioned, Innovation and Development) but not others (e.g. Seed Projects and Extension Grants).  

These are institutional contributions to a project, most often in the form of a percentage of a project team member’s time which might be, for example, 20% of their salary (equivalent of 1 day a week) for the duration of the project. Other common in-kind contributions are office and meeting room/lecture theatre use, provision of computing and web-based facilities, catering, and hosting teleconferences.

'An idea, product, process or service that adds value, is useful or transforms current practice in the context to which it is applied. ‘First generation innovators’ are those who do or create something new or different. ‘Second-generation innovators’ are those who take an innovation from one context and replicate, adapt or transform it for use within a new context.' (Southwell et al., 2005, p. 2).

Source document for glossary entry: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council.

Reference used in glossary entry: Southwell, D., Gannaway, D., Orrell, J., Chalmers, D., & Abraham, C. (2005). Strategies for effective dissemination of project outcome: Carrick Institute for Learning and Teaching in Higher Education.

An amount from the total project budget that the lead institution claims to cover the administrative and overhead costs associated with hosting the project. Historically, OLT have stipulated that the administration levy does not exceed 10% of the total budget. Note that it is up to the institution to apply the levy. Some institutions choose not to apply the levy.

Includes all copyright (including rights in relation to phonograms and broadcasts), all rights in relation to inventions (including patent rights), plant varieties, registered and unregistered trademarks (including service marks), registered designs, circuit layouts, and all other rights resulting from intellectual activity in the industrial, scientific, literary or artistic fields, as related to the proposed project outlined in the application.

Source document for glossary entry: Office for Learning and Teaching. (2015). 2016 Innovation and Development Grants and Strategic Priority Commissioned Grants: Programme information and application instructions. Version 1.0.

These are progress reports to the funding body where grant recipients report progress against deliverables and have the opportunity to raise any issues that may have emerged. They may be written or verbal reports.

Internal grants are offered within an institution and are open to staff of that institution. These schemes vary in size and number but typically aim to build institutional capability in priority areas as well as providing a pipe-line to national grants schemes.

The process by which an institution reviews applications for grants from its staff. This varies across institutions and may involve peer review processes and/or an internal review committee typically chaired by a DVC or PVC Teaching and Learning (or equivalent). The internal review committee may provide feedback to authors to help improve the application. They may also recommend that an application is not sufficiently developed to compete at the national level in the current round. 

The budgets of OLT projects can contain provision for on-costs which is a loading on a base sum (e.g. hourly rate or annual salary) which covers administrative, operational and other costs required for a position to exist. On-costs are generally expressed as a percentage, for example, the base salary plus 28% on-costs. The on-costs percentage may vary from institution to institution.

A term to describe the overall influence of the project, including tangible results such as project findings, recommendations and deliverables as well as less tangible results such as cultural change.

Source document for glossary entry: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

In the context of applications under the grants programme, an outcome is a change or benefit that the project is designed to bring about, preferably described in a form that is measurable or for which evidence can be provided. To prepare an outcome statement as part of a project proposal, the question that should be posed is: what is the project designed to achieve and how will the project team know they have been successful? An outcome will be in existence by the time a project’s funding ceases; impact describes these and subsequent changes and benefits. See also the definition for deliverable, as outcome and deliverable are often used interchangeably, which is incorrect.

Source document for glossary entry: Office for Learning and Teaching. (2015). 2016 Innovation and Development Grants and Strategic Priority Commissioned Grants: Programme information and application instructions. Version 1.0.

"The project leader is responsible to their institution for the project. They provide the intellectual leadership for the project and are the point of contact between the OLT and the project on matters of substance to the project" (OLT 2015, p. 46). Projects can be led by more than one project team member. The project leader is located at the lead institution. 

Source document used for glossary entry: Office for Learning and Teaching. (2015). 2016 Innovation and Development Grants and Strategic Priority Commissioned Grants: Programme information and application instructions. Version 1.0.

Anyone with a strake or interest in the project.

Source document used for glossary entry:  Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

See also change enablers, end users and targeted potential adopters.

'The continuation of benefits after project funding has ceased.' (Joyes, Turnock, Cotterill, & Banks, 2009, p. 131).

Source document used for glossary entry:  Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

Reference used in source document: Joyes, G., Turnock, C., Cotterill, S., & Banks, S. (2009). Sustainability. In L. Hodson, R. Segal, T. Brown, J. Hughes, C. Stokes & C. Turnock (Eds.), FDTL Voices: Drawing from learning and teaching projects. Heslington: The Higher Education Academy.

People with whom the project seeks to engage and to whom project deliverables are transferred for the purpose of change.

Source document used for glossary entry: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.

The processes undertaken to maintain momentum and impact beyond the funded life of the project and beyond the project team.

Source document used for glossary entry: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p,. 6.

Influencing practice beyond the project’s initial site or scope.

Source: Hinton, T., Gannaway, D., Berry, B., & Moore, K. (2011). The D-Cubed Guide: Planning for Effective Dissemination. Sydney: Australian Teaching and Learning Council, p. 6.