The aim of this study is to understand how lecturers interpret pedagogical innovations when describing and thinking about their practices. In this study we analysed the project proposals of a large call for proposals in a French university and questioned the managers of funded projects about their conceptions of pedagogical innovations. Results show little theoretical guidance in designing innovations suggesting that practical objectives are the more important. Projects can be underpinned by one or more theoretical views; the most represented theorical view was constructivism.

Nowadays, French universities experience growing pressure mostly due to a substantial increase in the number of students. This leads them to implement courses that must be taught in an identical manner when taught to different subgroups of students in the same curriculum (Bertrand & Bonnafous, 2014).

Teaching in the form of lectures, based on transmissive and passive learning, with limited in-class interactions is the most convenient ways to address large numbers of people (French & Kennedy, 2017; Land and Jonassen, 2012). However, research shows that learning in interactive environments, in which students are actively involved in a domain but still guided by their teacher, may lead to better and deeper knowledge (for meta-analysis see Alfieri et al., 2011). Thus, in recent years, lecturers are encouraged to experiment pedagogical innovations for transforming higher education (Hannan & Silver, 2000) and policies for encouraging and financing these innovations are increasing (Dulbecco et al., 2018). Mostly, the development of pedagogical innovation in France is encouraged in a top-down manner, either by the institutions or by national or international programs like Education's Initiatives of Excellence.