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.