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
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Student Feedback & Leadership<br />
3.1 Cycle One: Devolved Leadership<br />
3.1.1 Introduction<br />
The first action research cycle involved the establishment of the action research<br />
project aimed at building <strong>leadership</strong> capacity through a devolved process.<br />
This commenced with the establishment of the various teams <strong>and</strong> groups that<br />
would represent the underst<strong>and</strong>ing of the various multi-level <strong>leadership</strong> of their<br />
respective roles in enhancing <strong>student</strong> learning <strong>and</strong> teaching practice to improve<br />
<strong>student</strong> <strong>feedback</strong>. Table 1 presents a summary of the action research process,<br />
identified as Devolved Leadership, that occurred in this first cycle.<br />
Table 1 Action Research Cycle One: Devolved Leadership<br />
CYCLE ONE DEVOLVED<br />
LEADERSHIP<br />
Shared<br />
underst<strong>and</strong>ing Formal leaders<br />
PLAN ACT OBSERVE REFLECT<br />
Senior Executive<br />
Support <strong>for</strong> Project<br />
Confirm multi-level<br />
<strong>leadership</strong> support<br />
project<br />
Confirm <strong>leadership</strong><br />
approach<br />
Establish DVC(A)<br />
as member of Project<br />
team, <strong>and</strong> Chair<br />
of Reference Group<br />
Establish membership<br />
of teams <strong>and</strong> groups<br />
as university-wide<br />
project<br />
Set up Action<br />
Research Teams<br />
(ARTs) <strong>and</strong> develop<br />
criteria <strong>for</strong> teams’<br />
project proposals,<br />
evaluation <strong>and</strong> criteria<br />
<strong>for</strong> selection<br />
of members.<br />
Importance of linking<br />
Institutional strategy<br />
to project focus<br />
Use of CES<br />
Infrastructure <strong>and</strong><br />
systems support needs<br />
Student as leaders<br />
of own learning<br />
Discipline-specific<br />
influence on ART<br />
activity<br />
DVC(A) as Sponsor<br />
demonstrates senior<br />
executive endorsement<br />
HoS Leadership<br />
congruence - <strong>student</strong><br />
<strong>feedback</strong> used <strong>for</strong> L&T<br />
quality improvement<br />
per<strong>for</strong>mance appraisal<br />
Include multi-discipline<br />
leaders<br />
Theoretical model<br />
of <strong>leadership</strong> model<br />
identified<br />
Select action research<br />
team facilitators<br />
Discipline expert<br />
supported by L&T<br />
expert<br />
Develop <strong>and</strong> sign<br />
off individual team<br />
action plans<br />
Data to be systematic,<br />
congruent <strong>and</strong><br />
sufficiently<br />
dis-aggregated<br />
Recognise that<br />
responsibility <strong>for</strong><br />
improving <strong>student</strong><br />
<strong>feedback</strong> can lie<br />
outside the domain<br />
of individual teacher<br />
Facilitate reflection <strong>and</strong><br />
analysis of <strong>leadership</strong>,<br />
teamwork, <strong>and</strong> <strong>student</strong><br />
<strong>feedback</strong><br />
Need to take context<br />
into account<br />
Confirm Community<br />
of Practice<br />
Plenary 1<br />
Establish the value of<br />
Multi-Level <strong>leadership</strong><br />
in <strong>student</strong> <strong>feedback</strong><br />
Provided opportunity<br />
<strong>for</strong> consideration of<br />
various contributions<br />
to <strong>student</strong> <strong>feedback</strong><br />
across university<br />
Confirmed opportunity<br />
to reflect emerging<br />
issues <strong>for</strong> <strong>leadership</strong><br />
Page 32
Change language