student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadership
4.3 Outcome Three: A Distributed Leadership
Model to Enhance Student Learning and
Teaching Practice
4.3.1 Critical Success Factors (CSFs)
As indicated in Section 3, the Action Research Cycles identified a number
of CSFs required to increase the capacity of academics to provide leadership
in using student feedback to enhance learning and teaching:
I. University Policies and Procedures that are internally consistent
and communicated to all relevant parties so that there is a shared
understanding by all parties.
II.
III.
IV.
Opportunities for staff to network and share lessons learnt in terms
of existing pedagogy and to make contributions to the scholarship
of learning and teaching. The latter is particularly important in universities
given the need to demonstrate the teaching-research nexus.
The need for regular two-way joint consultative opportunities between
all stakeholders (academics, students and student service providers)
to engage in meaningful discussion about future improvements
in learning and teaching practice that build on the data collected
from past experiences.
All levels of leaders and all service providers in contributing expertise
and skills to improving student feedback.
V. The potential for reward and recognition of contributions made
to improving student feedback.
4.3.2 Reflection on the Outcome of the Experience
of Multi-Level Leadership in Student Feedback
While the project identified the need for, and examples of, each of the five
elements of leadership required for a P.A.C.E.D Distributed Leadership Model
it was recognised that further attention needs to be given to developing
this model.
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