student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
3.5 Cycle Five: Accredited Leadership
3.5.1 Introduction
The fifth action research cycle involved embedding the multi-level approach to
leadership capacity building by developing opportunities for staff achievements
in enhancing student learning and teaching practice to be recognised and
rewarded. Table 5 presents a summary of the action research process,
identified as Accredited Leadership, that occurred in this final cycle.
Table 5 Action Research Cycle Five: Accredited Leadership
CYCLE FIVE
ACCREDITED
Professional
Development
LEADERSHIP
Recognition
PRACTICE
Reward
PLAN ACT OBSERVE REFLECT
Facilitate
understanding of
student feedback
challenges
ART presentations at
plenary
LTIF student
feedback projects
ARTs Present achievements Development
of interest in L&T
in Schools
Student feedback
process
Provide resources for
Leadership PD
Extension L-SAG
Plenary
Plenary – presentation
from People and
Culture
Closer interrelated
work with student
services
Need formal and
informal leader
network-central
and decentralised
Reward and
recognise staff
Link all initiatives
on student feedback
Reward staff –
Teaching focussed
promotion
Recognise staff-
Teaching Awards
3.5.2 Plan
Given attempts to consolidate activity taken to improve student feedback and
to build leadership capacity for student feedback in Cycle Four, the final cycle
focussed on embedding these changes in Institutional practice in a manner
that is sustainable over time. This meant building on changes that had been
introduced during earlier cycles of the project, transferring the lessons learnt
from the project into other projects and recognising leadership capacity
developed by participants in the project. It also meant that two groups
who had not previously had a central role in this project, Student Services
and People and Culture (Human Resources) became more involved in this
final cycle.
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