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 />
3.2 Cycle Two: Collaborative Leadership<br />
3.2.1 Introduction<br />
The second action research cycle involved the development of a more<br />
collaborative approach to building <strong>leadership</strong> capacity. Leaders of service<br />
provider departments became a more integral part of the multi-level <strong>leadership</strong><br />
approach, while ART members began to explore changes to their learning <strong>and</strong><br />
teaching practice designed to respond to <strong>student</strong> <strong>feedback</strong>. Table 2 presents<br />
a summary of the action research process, identified as Collaborative<br />
Leadership, that occurred in this second cycle.<br />
Table 2 Action Research Cycle Two: Collaborative Leadership<br />
CYCLE TWO<br />
COLLABORATIVE<br />
Top-Down<br />
LEADERSHIP<br />
Bottom-Up<br />
Middle-Out<br />
PLAN ACT OBSERVE REFLECT<br />
Facilitate reflections<br />
<strong>and</strong> analysis of the<br />
learning <strong>and</strong> teaching<br />
<strong>and</strong> <strong>student</strong> support<br />
ARTs identification<br />
of AV facility<br />
requirements in<br />
teaching spaces <strong>and</strong><br />
large lecture theatres<br />
Discussion in PT<br />
commenced with<br />
traditional ‘blame’<br />
approach<br />
Bottom-up<br />
Facilitate sharing<br />
of ideas<br />
Add multi-functional<br />
level of <strong>leadership</strong><br />
–AV/IT, Property<br />
Services, Survey<br />
Centre, to Project<br />
Team<br />
Plenary 2<br />
Share experiences<br />
from ‘bottom-up’<br />
Forum <strong>for</strong> broad<br />
communication<br />
between academics<br />
<strong>and</strong> service<br />
providers –increased<br />
underst<strong>and</strong>ing<br />
Provided opportunity<br />
<strong>for</strong> consideration of<br />
various contributions<br />
to <strong>student</strong> <strong>feedback</strong><br />
across university<br />
Participative <strong>and</strong><br />
collaborative<br />
<strong>leadership</strong> approach<br />
developing<br />
Embed Community<br />
of Practice<br />
approach to multilevel<br />
<strong>leadership</strong><br />
engagement<br />
Middle out <strong>leadership</strong><br />
3.2.2 Plan<br />
Reflection from the first cycle of the project on the importance of systems<br />
<strong>and</strong> infrastructure support to enhance <strong>student</strong> learning <strong>and</strong> teaching practice<br />
resulted in the decision to include representatives from three Systems <strong>and</strong><br />
Infrastructure Service providers, the Manager Corporate Services, the<br />
Associate Director College Relationships (In<strong>for</strong>mation Technology Services)<br />
<strong>and</strong> the Manager Survey Centre, to the Project Team. This set the scene<br />
<strong>for</strong> the second cycle of change.<br />
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