Innovation for Academic Persistence at University
Reconciling research and teaching activities, without differentiating their importance, remains the university professors’ main challenge and requires that they recognise the complexity of their profession of teacher-researcher, which manifests as a double mandate where the programs offered by universities train researchers and simultaneously promote teaching excellence. In consideration of this singular context teaching practice support programs form part of the university landscape and advocate the valorisation of teaching, pedagogical support for professors and act as a springboard for pedagogical innovation. The aim of pedagogical innovation is often to improve student learning, particularly in an interactive context. The change that it drives should have a positive effect. Therefore, does research demonstrate a positive relationship between pedagogical innovation and academic persistence? Research specifically focusing on this issue is virtually non-existent. Nevertheless, certain studies do identify some positive relationships in their results. I have synthesized papers dealing with new student guidance schemes, collaborative learning, cooperative learning and New Information and Communication Technologies (NICTs).
Academic Persistence, Pedagogical Innovation
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