Toni-Maree Pettigrew - DETA Qld A new Masters Program in Learning Innovation has been developed in partnership between DETA and QUT. Climate has been relatively stable and the changes in the last ten years have had to pick up responsibility for professional development of their own staff to meet changing environment. Lifelong learning has become reality where teachers are needing to teach at the same time as they learn. Learning is about being able to create new links and connections, which leads to asking how we make the space for people/teachers to do this. One of the challenges for changing PD offerings is convincing the complex organisation of changes you want to make. Sees that the complexity of TAFE organisations stands in the way of making changes. From a Departmental perspective they have started to ask 'why is it so difficult?' QLD TAFEs becoming statutory training authorities as a result of 2006 Skills Plan. Talking about being flexible and innovative is not making a significant difference in the past ten years. Processes such as using ASCH as a KPI are so deeply ingrained. Risk aversion is standard behavior/ mentality. So... Embedding change champions in organisations is a strategy being used by DETA. This is through the Masters of Learning Innovation program that was developed specifically for the TAFE Qld context. Role models the approaches to learning that are desired by the Department. Shift in enrolments over the three years to less middle management and more teachers. Regular uni requirements apply. High attrition rate in early years. (To be researched). Small numbers from a spread of organisations, mainly metropolitan. Used earlier, mainly manager, participants to mentor the more recent groups as part of the but in support. Much higher retention rate in newer cohorts. Program fully funded through DETA for fees, books etc, must also have management support and this includes some time release commitment from manager. So time is in kind support from TAFE. All is delivered online and through videoconference facilities. So no impediment to participation for regional people. Biggest challenge is the numbers - 49 people. Offer 25 places each year. Have to justify the return - hence the research into the impact of the program. Having one or two voices in an organisation does not build a common language - need more so conversations can happen and different things can happen. Local support v important for downtime needed to make changes. Outcomes tend to be hidden away - once participants themselves are doing 'innovative stuff' they don't tend to think of it as innovative anymore. Process is very slow but of very high quality, and be sustainable as it is ingrained into what they are doing. Not pockets/ flurries that burn out quickly. Lots of anecdotal evidence of innovative approaches, and those people now tend to be popping up at conferences etc talking about what they have been doing. Research will look at both tangible and intangible outcomes, and also if a network of change champions has actually developed. What are variables that help and hinder innovation. Both qualitative and quantitative questions. This Masters program is just one part of the solution to flexible and responsive VET futures. Q&A Will you be researching all participants, not just completers - important information? They will be covered in separate research, first group all those who withdrew were teachers! Also it was suggested to research reasons for poor representation from regional areas. Shift in participation from managers to teachers has been an interesting one - impact not yet known. Program creates an interesting climate for participants - can possibly then been seen as troublemakers rather than champions. Fees $499/ unit, 8 units total. Selection criteria - internal support required, meet masters entry requirements, EOI broadcast to TAFE staff, also alert people to program.