student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Student Feedback & Leadership<br />
––<br />
The Project Reference Group played an active <strong>and</strong> invaluable role from<br />
which <strong>feedback</strong> on the project was obtained on a regular basis as the<br />
project progressed through action research cycles. Reference group<br />
members were particularly helpful in identifying the sustainability <strong>and</strong><br />
applicability of reflection on, <strong>and</strong> outcomes from, the project across<br />
RMIT <strong>and</strong> the higher education sector. This included suggestions of how<br />
the Dissemination process could be designed to reach a broad audience.<br />
The unique nature of the Reference group engagement in the project<br />
was demonstrated by the attendance of external members at a number<br />
of Plenary sessions <strong>and</strong> the assistance provided by one member in the<br />
conceptualisation of the Evaluation process.<br />
––<br />
The involvement of <strong>student</strong>s was particularly important in the ARTs where<br />
focus groups were used to exp<strong>and</strong> on <strong>student</strong> <strong>feedback</strong> recorded in the<br />
CES. In addition the involvement of <strong>student</strong>s in a Plenary session enabled<br />
the viewpoint of <strong>student</strong>s to be discussed across a vertical slice of the<br />
university <strong>leadership</strong>.<br />
2.4.2 Project Management<br />
2.4.2.1 Role of the Manager <strong>and</strong> Project <strong>Office</strong>r<br />
A key to the success of the project was effective project management.<br />
A Project <strong>Office</strong>r was employed (0.5) with the role of ensuring that strategic<br />
planning <strong>and</strong> effective implementation of all aspects of the project took place.<br />
This also provided a single point of contact <strong>for</strong> queries from participants<br />
involved in the project. Implementation was guided in principle by a phased<br />
action implementation plan which was supported by a yearly scheduled<br />
plan of meetings <strong>and</strong> project events.<br />
2.4.2.2 Stewardship of the Project<br />
Strategic planning of the project was the joint responsibility of the Project<br />
Leader DVC (Academic), the Project Manager ( Director of <strong>Learning</strong> & <strong>Teaching</strong><br />
Unit) <strong>and</strong> the Project <strong>Office</strong>r.<br />
Regular meetings of the ART Facilitators in the first year of the project ensured<br />
that assistance <strong>for</strong> the ART Teams in identifying the broader pedagogical<br />
<strong>and</strong> <strong>leadership</strong> issues was identified. The inclusion of ART Leaders in these<br />
meetings from the second half of the first year of the project improved the<br />
communication between ARTs.<br />
The multi-level aspect of the Project Team provided a unique integrating<br />
discussion space <strong>and</strong> became an integral part of the action research<br />
approach that underpinned the project.<br />
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