QiW - UniversitätsVerlagWebler

Qualitätsentwicklung/-politik
QiW
ping institution or profession specific leadership competencies.
Indeed this is often essential in order to achieve buy-in
by senior managers and participants.
Values
Award recipients will have shown how their work is informed
by the SEDA-PDF Values
1. An understanding of how people learn
2. Scholarship, professionalism and ethical practice
3. Working in and developing learning communities
4. Working effectively with diversity and promoting inclusivity
5. Continuing reflection on professional practice
6. Developing people and processes
Further guidance on the SEDA-PDF Values can be found
here.
Core Development Outcomes
The emphasis in the development outcomes is on the reflective
process of professional development. The outcomes
put the onus on the individual to take responsibility for
their own development and suggests a process for this.
Award recipients will be able to:
1. Identify their own professional development goals, directions
or priorities
2. Plan for their initial and / or continuing professional development
3. Undertake appropriate development activities
4. Review their development and their practice, and the relations
between them.
Specialist Outcomes
Additionally Developing Leaders award recipients will be
able to
5. Evidence knowledge of leadership concepts and theory
and an ability to analyse their own leadership style, skills
and competencies
6. Demonstrate an understanding of the various contexts in
which they work and be able to show how this affects
leadership decisions at local, institutional, professional,
regional and national level, and where appropriate, internationally
7. Demonstrate an ability to contribute to the development
of corporate objectives by the exercise of vision, strategy,
goal setting and ethics on corporate and professional issues
and, where appropriate, governance
8. Utilise skills within the workplace affecting and enhancing
team performance, development, decision taking,
creativity and innovation.
For indicative content on each of the Specialist Outcomes
click here.
Named award co-ordinators:
Keith Willis keith.willis@ntu.ac.uk
Clare Madden c.madden@ulster.ac.uk
SEDA-PDF Case Studies
A Course Leader’s reflections and perceived benefits on the
SEDA Programme Review Process, Shrinika Weerakoon,
Staff Development Centre, University of Colombo, Sri Lanka
SEDA’s support to complete the course review process successfully
was very helpful and ranged from their informative
website, explicit assessment criteria to a reminder email on
the expiry status of SEDA accreditation for the two courses
(viz., CTHE and ASTHE) with an inquiry on the likelihood of
the accreditation renewal. The constructive and development-oriented
approach of the SEDA reviewer, Dr David
Baume, helped to generate confidence in me by showcasing
that the process would help me to improve the courses
in the future, through reflection. Because these courses
were not from UK, I felt that Dr Baume’s experience and
knowledge on educational development, and on my Centre
(viz., SDC), were beneficial. Steps in the document preparation
process made me confident to face the review interview
and I clearly felt the benefit of presenting thoroughly
prepared documentation.
The result of undergoing the review was to give me a deeper
insight into the course-rationale. The review process
made me study in detail the elements of the courses and
their underlying principles which I may not have done in as
great a depth otherwise.
Although the periodic review was beneficial to reflectively
evaluate and develop the courses as well as to externally
validate the standards maintained by our courses, the SEDA
review was an enormous self-imposed pressure on me as I
did not want to fail the review and lose the recognition
which the former course leader and SDC Director Professor
Suki Ekaratne (now in University of Bath) had maintained
for 10 years. The pressure was very high as I knew that losing
the recognition would greatly demotivate course participants
who input a massive effort which results in enhancing
quality of learning and teaching nationally in Sri Lanka.
Looking back, I realize that marshalling varied resources
helped to assuage this pressure and to prepare the needed
documentation for a successful Review.
I realized that the most helpful aspects that enabled me to
successfully complete the review were the highly reflective
nature in course delivery and our courses having benchmarked
closely with the Outcomes and Values that SEDA required
the courses to address. I realized that it was the breadth
of these SEDA requirements that allowed us to continually
adapt them to our changing contexts as evidenced by the
continuous revisions of the course handbooks done by Professor
Ekaratne and which provided clear evidence how the
course had responded to External Examiner comments,
changing higher education and staff-student needs nationally.
The audit reports of international educational developers
reinforced my evidence to show how these courses
had been run in an exemplary and developmental manner.
Having gone through the review process, I feel that course
leaders handling relatively new courses and which lack the
wherewithal to trace a developmental backdrop may experience
some difficulty in successfully completing the SEDA
review process, as there are different developmental areas
that need to be genuinely addressed in the Review.
16
QiW 1+2/2009