"I learned a very great deal about investment by stakeholders, partnership with students, and the crucial importance of negotiation in relation to the curriculum and much else besides. This is the most exciting (and exacting) leadership course I have ever undertaken." Senior Tutor, University of Cambridge
The application deadline is Friday 24 February 2017
Venues: Cardiff and Birmingham
Participants can choose from three options:
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.
Leading quality enhancement
This residential module allows delegates to explore academic leadership and the skills needed to lead learning and teaching through pedagogic innovation and engagement with a live case study.
The module vividly brings to life the critical stages of a transformation initiative and the key leadership questions at each stage of development.
Beginning with capturing the strategic landscape and reviewing from all angles the drivers for change, the toolkit introduces participants to key activities in the change process including:
Leading quality engagement
This one-day module picks up the discussions, methods and techniques discussed in 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 examples of student engagement and new perspectives on curriculum design.
For those undertaking the full programme, 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 this module.
Support and impact of transformational pilots
This module focuses primarily on supporting the progress and impact of the Transformation pilots. Working in action learning sets is a key part of this module and the participants will have the opportunity to meet again online with the support of their facilitator on two further occasions over the following three months. 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. For LTLT, action learning sets are used alongside other types of development in a ‘blended way’ to help enhance quality and impact.
“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.
Those undertaking the full programme will benefit from participation in two facilitated online action learning sets. 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 and their networks. This includes the thematic and discipline-specific resources available through the Resources Centre on the Higher Education Academy website.
We would encourage applicants, where possible, to undertake the whole programme. Doing so provides an 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 3) and two facilitated online 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 institution 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 (SFHEA).
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.
|Programme||LF Member/HEA Subscribing Institution (Strategic and Access Partners)||Non LF-Member/HEA Subscribing Institution (Accredited Partner)||LF/HEA Non-Members/ Non-subscriber|
|Module One & Two:||£1,740||£2,260||
Leading Transformation in Learning and Teaching
is designed and developed in partnership with the Higher Education Academy.