student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
II.
III.
Project Team meetings were identified as providing regular opportunities
for service providers and academic leaders (Heads of School) to meet
face-to-face, to discuss and problem-solve issues, and to take other
issues back to the areas responsible for further discussion. Discussion
advanced from the more traditional ‘blame’ and ‘whinge’ focus to joint
problem solving. One example cited was the discussion over the use
of AV/IT equipment in teaching spaces that resulted in the production
of Venue Sheets with details of resources and instructions on how
to use the equipment to be displayed in each venue and on the website.
Plenary sessions organised differently as small group activities were
identified as providing for much more informed discussion than traditional
presentations followed by a question and answer session.
4.2 Outcome 2: Multi-level Approaches and
Strategies to Effect Change Management
While it is recognised that the change management strategy implemented
across the university through the various teams established as part of the
project is not a fait accompli, the changes achieved were substantive and
establish the basis for further ongoing change.
4.2.1 Critical Success Factors (CSFs)
The Critical Success Factors for the change management strategy to improve
student feedback suggest that effective change management requires the
individual academic to be supported by a multi-level leadership approach
if a distributed leadership framework is to be effective. The CSFs
identified include:
I. Recognition
Recognition and reward of individual and team contributions requires
further change to accord learning and teaching excellence to be
considered equal to research.
II.
Encouragement
Resource support for individuals and teams to design and develop
innovative approaches to improving the student learning experience
is evidenced. This requires new approaches to resource distribution
that take into account the need to provide time and finance for
individual academics to design, develop, trial and evaluate
new initiatives.
Page 70