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.
Part A: Developing a Distributed Leadership Model - Secton 5: Recommendations<br />
5. Section Five:<br />
Recommendations<br />
This project was unique within RMIT in its action research methodology,<br />
the involvement of representatives from the multi-levels of <strong>leadership</strong> across<br />
RMIT <strong>and</strong> the commitment of time <strong>and</strong> finance to assist ARTs to explore<br />
innovations to improve the <strong>student</strong> learning experience.<br />
This report identifies a number of outcomes from this project including:<br />
A (P.A.C.E.D) Distributed Leadership Model<br />
A (R.E.A.L.I.S.E.D) Change Management Model<br />
Both these models, <strong>and</strong> the resource framework that underpins them have<br />
been identified as leading to the improvement of the <strong>student</strong> experience<br />
of learning as evidenced in their <strong>feedback</strong>.<br />
Given this the following recommendations are made:<br />
1. Within RMIT a distributed <strong>leadership</strong> group be established to investigate<br />
what structural, behavioural factors are required to support the<br />
sustainability of the P.A.C.E.D Distributed Leadership Model that has<br />
emerged from this project, <strong>and</strong> in particular to implement the factors<br />
identified as required <strong>for</strong> the R.E.A.L.I.S.E.D Change Management Model.<br />
The group to use an action research methodology to enable ongoing<br />
observation <strong>and</strong> reflection of lessons learnt. Action by the group should<br />
commence with an exploration of the application of the Resource<br />
Framework used to support the PA.C.E.D Distributed Leadership<br />
Model to further improve the <strong>student</strong> learning experience.<br />
The group should consider a broader approach to improving the <strong>student</strong><br />
learning experience through:<br />
I. Co-ordinated, multi-service approaches to assist <strong>student</strong> transition.<br />
II. New approaches to collect <strong>for</strong>mative <strong>student</strong> <strong>feedback</strong> in a way that<br />
empowers <strong>student</strong>s to accept responsibility <strong>for</strong> their own learning.<br />
III. Regular <strong>for</strong>ums to encourage a culture of shared responsibility<br />
to improve the <strong>student</strong> learning experience.<br />
IV. Increased opportunities <strong>for</strong> networks between various academic<br />
<strong>and</strong> service providers to ensure greater underst<strong>and</strong>ing of, <strong>and</strong> timely<br />
response to, <strong>student</strong> concerns.<br />
Page 77
Change language