Leading Transformation in Learning and Teaching
- Module One: Getting Started, Wednesday 5 – Thursday 6 June 2013
- Module Two: Getting Going, Wednesday 3 July 2013
- Module Three: Going Forward, Thursday 12 September 2013
There will also be two follow-up on-line action-learning sets after Module Three.
- Application deadline:
- Thursday 23 May 2013
- £1,995.00 Member Price: Full Programme (All three modules plus on-line action-learning)
- £1,295.00 Member Price: Module One Only
- £1,695.00 Member Price: Modules One and Two
- £2,495.00 Non Member Price: Full Programme (All three modules plus on-line action-learning)
- £1,615.00 Non Member Price: Module One Only
- £2,115.00 Non Member Price: Modules One and Two
Leading Transformation in Learning and Teaching (designed jointly by the Leadership Foundation and the Higher Education Academy) is the leadership programme to develop, enhance or transform learning and teaching programmes and courses in higher education. The process by which university programmes are transformed, or freshly developed, to meet new needs, expectations and demands will be the main theme.
The key to successful transformation is:
- Engaging leadership
- Effective collaboration
These will be some of the major areas covered on the programme alongside transformational change processes and an exploration of the main drivers for change in Higher Education. The kinds of change challenges participants may be tackling could include: employability; internationalisation; digital literacy; moving from modularisation to different approaches. This programme will help to provide solutions via new approaches.
- Module One - Getting Started
- Module Two - Getting Going
- Module Three - Going Forward
- Why do the full programme?
- Leading Quality Enhancement
- Leading through Collaboration and Inquiry (live case study)
This module will begin with an initial exploration of academic leadership as regards learning and teaching, types of innovation and transformational change. It will continue with deep engagement with a live case study on the second day using a toolkit of methods and groupwork. The live case study will be with a team of colleagues from an institution currently (or recently) going through a major collaborative change process on a teaching programme. This module will conclude with an examination of key relationships and processes in institutions and how these can be influenced and leveraged to achieve programme development goals.
The toolkit used in this module brings to life in vivid terms the critical stages of a transformation initiative and the key leadership questions at each point. Beginning with capturing the strategic landscape and reviewing from all angles the drivers for change, the toolkit moves on to a series of powerful steps:
- Analysing stakeholders
- Identifying key points of influence
- Planning the development milestones
- Leading Engagement and Challenge
The focus of this module will be:
- Picking up the discussions, methods and techniques from the first module the group will develop the theme of ‘full-engagement’ – how to engage colleagues, students and other stakeholders, internal and external, peers and seniors, in both course development and ongoing review. This will include both stories of student engagement and new perspectives on curriculum design.
- For those undertaking the full programme (all three modules plus action-learning), participants will be given the opportunity to start considering a work-based transformational initiative of their own to be carried out over subsequent months. This can be a new or ongoing challenge and participants will start developing a proposal for this piece of work during Module Two.
Module Three – Going Forward
This module will focus primarily on supporting the progress and impact of the Transformation Pilots. Working in action-learning sets will be a key part of this module and the participants will have the opportunity to meet again on-line with the support of their facilitator on two further occasions over the following three months.
“Action learning is a practical and dynamic way to learn, reflect and bring about change
with support from colleagues”
Butler and Leach, 2011
The core principle of action-learning is that participants describe, reflect upon and resolve their own work challenges with support from colleagues in a fluid ‘question and answer’ learning environment. On Leading Transformation in Learning and Teaching, action-learning sets are used alongside other types of development in a ‘blended way’ to help enhance quality and impact.
Across Leading Transformation in Learning and Teaching there will be an over-arching emphasis on networking, sharing ideas and experiences and building professional relationships.
Throughout the programme the attention of participants will be drawn to the rich range of resources available from both the Leadership Foundation and the Higher Education Academy (HEA) and their networks. This includes the thematic and discipline-specific resources available through the Resources Centre on the Higher Education Academy website.
Why do the full programme?
We would encourage applicants, where possible, to undertake the whole programme. This will provide the opportunity for a more extended learning experience interspersed with time for both reflection and the application of ideas. The full programme builds towards a Transformation Pilot, a project of your own undertaken back in your own institution with the support of a third one-day workshop (Module Three) and two facilitated on-line action-learning sets. This highly applied approach is also supported by a Reflection and Action Planning Booklet that follows the course structure, provides a framework for recording actions, reflections and intentions, and suggests further reading and resources. With the support of your insitution this can provide a very strong piece of evidence to build towards an application for professional recognition against Descriptor 3 of the UK Professional Standards Framework.
Leading Transformation in Learning and Teaching
is being designed and developed in partnership with the Higher Education Academy
This programme has been developed for Course Directors, Programme Leaders, Assistant Heads of Department, Taught Course Directors, Departmental Directors of Teaching, and Associate Deans Learning and Teaching. Leaders of large teaching modules going through significant transformation and those responsible for leading learning and teaching development at the level of academic departments, schools or faculties will also find that the Leading Transformation in Learning and Teaching will be of support throughout their thinking and planning.
The focus of the programme is about taking a holistic approach to curriculum design at degree programme level.
Application Deadline: 5pm Wednesday 22 May 2013
Completed forms and application questions should be returned to Lucy Matthews, Programme Development Officer, T: 020 3468 4827
When completing the application form, you will need to email your answers to the following points on a separate sheet (in no more than 400 words) in order to be considered for the Leading Transformation in Learning and Teaching programme.
- If you currently have a specific focus for transforming learning and teaching, what area is this?
This could be concerned with employability, assessment and feedback, updating content, moving from modularisation to different approaches, creating on-line provision or a combination of areas, with one having priority.
- Do you have a specific transformation initiative in mind that you are currently working towards, even if only at the initial planning stages, or are you looking to develop broader potential in this area for future use?
I have a specific transformation initiative in mind: Yes / No
If Yes, please describe it in around 100 words, including timescale.
- Applicants applying for the full programme (Modules One, Two, Three and on-line action-learning)
Please provide a brief outline (no more than 200 words) of your ideas for a learning and teaching transformation initiative you will use as the basis for your Transformation Pilot. Please include anticipated benefits (eg to students, to staff, and to the institution).
Leading Transformation in Learning and Teaching offers the participants a high level of flexibility. The Full Programme, completed over six months, consists of three modules:
- Module One: Getting Started (Two-day residential event)
- Module Two: Getting Going (One-day event)
- Module Three: Going Forward (One-day event)
- Two follow-up on-line action-learning sets
For those participants unable to commit to the full programme at this time, there is the option to take Module One or Modules One and Two separately.
- Full Programme (All three modules plus two on-line action-learning sets): Members - £1,995, non-members - £2,495
- Module One only: Members - £1,295, non-members - £1,615
- Module One and Two: Members -£1,695, non-members - £2,115
The programme fee includes all costs associated with:
- Lunch and refreshments during programme times
- External speakers
- Overnight accommodation and dinner on Module One
Why do the full programme?
We would encourage applicants, where possible, to undertake the whole programme. This will provide the opportunity for a more extended learning experience interspersed with time for both reflection and the application of ideas. The full programme builds towards a Transformation Pilot, a project of your own undertaken back in your own institution with the support of a third one-day workshop (Module Three) and two facilitated on-line action-learning sets. This highly applied approach is also supported by a Reflection and Action Planning Booklet that follows the course structure, providing a framework for recording actions, reflections and intentions, and suggests further reading and resources. With the support of your insitution this can provide a very strong piece of evidence to build towards an application for professional recognition against Descriptor 3 of the UK Professional Standards Framework.
Completing the full programme at a later stage
Applicants who do not undertake the full programme this time round may, if they wish, undertake the remaining modules at a later stage. So for example if you have completed Module One or Modules One and Two, you could undertake Module Three when you have taken the time to reflect upon and develop your ideas for a Transformational Pilot.
Leading Transformation in Learning and Teaching aims to support participants to develop the skills, approaches and insights needed to lead course and programme teams through processes of transformation and innovation.
By the end of the full programme, participants will have had the opportunity to:
- Share experiences of academic leadership in the specific context of learning and teaching (via Module One)
- Consider the nature and forms of pedagogical transformation and innovation, and what makes it work (via Module One)
- Understand what makes for success in collaborative change processes (via Module One)
- Explore ways of motivating and inspiring academic colleagues (via Module Two)
- Learn from current good practice in engaging students in curriculum development (via Module Two)
- Carry out a Transformation Pilot initiative in their own institutional setting, with support from other participants on the programme (via Module Three and action-learning sets)
The outcomes and benefits of participating on Leading Transformation in Learning and Teaching will be at three levels:
- Increased practical and critical understanding of academic leadership and collaborative change in the context of learning and teaching
- Greater confidence in engaging with, influencing and motivating colleagues to contribute productively towards new course development and delivery
- An enhanced awareness of strengths - individual participants can develop further both in themselves and others as they grow as leaders in higher education
A practical toolkit of methods, techniques, facilitation aids and resources for leading the process of transformation or programme development from understanding the strategic landscape through to influencing others and creative problem solving:
- A fresh perspective on curriculum design, the impact of taking an inclusive and collaborative approach, and the changing role of the academic leader
- A network of contacts with others in the sector facing similar opportunities and challenges
- Experience of undertaking a transformation initiative within the supportive framework of the programme and with an ongoing professional dialogue
- For those undertaking the full programme, a structured basis for seeking recognition against Descriptor 3 of the UK Professional Standards Framework through the Academy’s accreditation scheme (particularly if you already have recognition against Descriptor 2 – Fellow HEA). To enable this participant’s will be provided with a Reflection and Action Planning Booklet that follows the course structure, provides a framework for recording actions, reflections and intentions, suggests further reading and resources, and if well-kept and compiled creates the basis for applying for professional recognition
- Growing as a leader for the institution in the key area of learning and teaching transformation and development, and also potentially the development of colleagues
- Progression of a transformation initiative that will produce a clear outcome for the institution and its learning and teaching portfolio/resources
- Methods and approaches for future projects and ideas to share with colleagues
Leading Transformation in Learning and Teaching Team
Doug took up the post of Programme Director at the Leadership Foundation for Higher Education on 1 January 2013. Prior to this he was Head of Staff and Educational Development at the London School of Hygiene and Tropical Medicine (University of London). This was a wide-ranging senior role that included responsibility for academic development, educational development, leadership development and core workplace skills.
Doug has worked in adult learning and development for over fifteen years. With experience across a range of organisations and sectors, from the civil service to the arts, from large UK charities to Higher Education, he has explored and considered leadership from a wide range of perspectives: academic leadership, educational leadership, medical leadership, the leadership of public services, leadership in the arts, and leadership in a not-for-profit, voluntary sector environment. He has been responsible for leadership and management development in a variety of public sector roles, including on accredited programmes, and is a member of the Institute of Leadership and Management.
Alongside his passion for leadership development, Doug has also demonstrated a strong commitment to enhancing the quality of learning, teaching and assessment in higher education. He is a Fellow of the Higher Education Academy and was Course Director of the highly successful Postgraduate Certificate in Learning and Teaching at the London School of Hygiene and Tropical Medicine, a course he designed and launched in 2006.
Doug’s work at the London School of Hygiene and Tropical Medicine also included contributing to development work with colleagues based overseas and at collaborating institutions. He delivered workshops and provided advice on both leadership development and educational development at events in South Africa and Tanzania.
Through his experience across a range of organisations and sectors, Doug has developed a passionate interest in the development of inspirational and transformational leadership and the impact of leadership styles and values upon the performance of individuals, teams and organisations.
Academic Lead Institutional Strategy, Higher Education Academy
Steve Outram has worked at the Higher Education Academy since 2004. Appointed originally to be an adviser for Further Development in Teaching and Learning projects he has led a number of Academy projects such as the facilitation of the Hefce funded Flexible Learning Projects and he has been a member of a number of Academy teams including the Assessment and Feedback team. He has contributed to work in Scotland and Wales as well as contributing to pedagogic research activities. Steve has considerable experience in leading and contributing to the Academy’s change programmes and joined the Change Academy team in 2006. Since then he has led a number of change initiatives in the UK and overseas including programmes focussed on quality enhancement; on assessment and feedback; on recording student achievement; and, most recently, on students as partners. Steve has worked intensively with a number of universities to facilitate sustainable, transformation change across the whole institution.
Steve has over thirty years’ experience of working in higher education, starting as a social scientist and moving into educational and academic development in 1993. He has over ten years’ experience as a senior manager in higher education, having been a head of department in two institutions. He has led a number of campus-wide projects including the introduction of e-learning; PDP implementation; recognising and rewarding teaching excellence systems and the development of quality enhancement processes. He has a particular research interest in leading and managing change in higher education, as well as with quality management and quality enhancement. His other interests include dissemination and knowledge brokerage.
Steve is a Fellow of the Higher Education Academy and a Visiting Fellow at the University of Liverpool.
Also of interest
- Thursday 11 September 2014 GDP: Student as Governor
- Friday 03 October 2014 Top Management Programme (TMP 34)
- Thursday 23 October 2014 GDP: Governor Toolkit: Part One
- Wednesday 29 October 2014 Senior Strategic Leadership (SSL 20)
- Wednesday 29 October 2014 Leading the Student Experience Network event (Information for NUS)
- Tuesday 04 November 2014 Aurora London
- Thursday 06 November 2014 GDP: Being an effective governor (Wales)
- Friday 07 November 2014 GDP: Rethinking governance
- Wednesday 12 November 2014 Introduction to Head of Department (IHoD 4)
- Thursday 13 November 2014 Research Team Leadership