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Internal and external funding

Page history last edited by Guien Miao 2 years, 10 months ago

Date: 18/06/2021

Speakers: Carl Reidsema & Steven Goh


Internal and external funding

  • there is always money around
  • be imaginative, be creative, e.g. academic development leave + request top-up
  • seek matching funding from institution, leverage fear of missing out
  • start small (could be only a few grand to support teaching innovation), figure out how much you can do and what you need
  • getting first grant helps you understand your limitations (e.g. your role, other colleagues)

Consult widely

  • curriculum, policies
  • align with stakeholders – industry? community? institution? faculty?
  • teaching and learning staff
  • searches across institution
  • find out who is doing what
  • reach out to others in your area (e.g. via AAEE connections)
  • mentors and advocates to support you, helping hand to get started

Good proposal, good budget, realistic idea of how to do it

  • budgets should be meticulous – how is calculated, why it is required (strengthens your application)
  • support for ideas, find out who is doing what (avoid being redundant)
  • look at problems as opportunities, think about an issue for your institution or your school – step in and solve it
  • pitch something that should be funded – so they find it harder to turn you down
  • make mistakes and correct them, if you get rejected, rework it (fix it) and send it again
  • spend time on a good application, keep something in your back pocket for when a grant scheme comes up
  • build in a good evaluation program (have a good framework)
  • chase it up (find out why you haven’t got an answer yet)

Building relationships, how you engage with others (establish your identity early in your career)

  • relational vs transactional
  • keep in mind that staff move around too
  • you may feel uncomfortable bothering people, but do it (opportunities to find out more information)

Ethics approvals

  • recruitment and coercion (work in pairs, so no perception of pressure), must opt-in if extra
  • confidentiality, de-identification of student work
  • equity, all students get the same support (even if they don’t choose to do it, e.g. course run in a different order)
  • record keeping (data retention policies)

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