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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Executive Summary <strong>and</strong> ForewardExecutive SummaryAssociate Professor S<strong>and</strong>ra JonesThe aim of this project was to foster, develop <strong>and</strong> implement an academic<strong>leadership</strong> model with a focus on the effective use of <strong>student</strong> <strong>feedback</strong>to improve the quality of learning <strong>and</strong> teaching in order to enhance<strong>student</strong>s’ educational experiences.The project adopted a Distributed Action Research Model to engage a ‘verticalslice’ of leaders from the multi-levels that exist across the University. This wasachieved by the establishment of:I. three School-based Action Research Teams (ART) (consisting of an ARTLeader, the Head of School, Course Co-ordinators of chosen courses<strong>and</strong> a Facilitator external to the School)II.III.IV.a Project Team (consisting of the Deputy Vice Chancellor (Academic)[DVC(A)], the Project Manager <strong>and</strong> Project <strong>Office</strong>r, ART Leaders, Headsof Schools <strong>and</strong> Leaders of Service <strong>and</strong> Student Support DepartmentsPlenary sessions designed as an Institute-wide Community of Practiceto which a vertical slice of the <strong>leadership</strong> across the university was invitedA Reference Group of internal <strong>and</strong> external expertsThe positive approach adopted by all participants ensured that the actionresearch process did achieve the desired outcomes. In particular, the activesponsorship of the DVC(A) was critical to the development <strong>and</strong> support of theChange Mangement process. The DVC(A) attended all Plenary sessions,Project Team <strong>and</strong> Reference Group meetings. His support <strong>for</strong>, <strong>and</strong> advocacyof, the ideas <strong>for</strong> change that emerged from the ARTs <strong>and</strong> from the Plenarysessions meant that the ARTs were able to implement the desired changeswith the support of infrastructure <strong>and</strong> service support. This meant thatindividual academics within the ARTs were encouraged to continue to developnew ideas aimed at enhancing the effectiveness of their learning <strong>and</strong> teachingpractice. The support of the DVC(A) was instrumental in the acceptanceof a collaborative Leadership approach by all participants, which he describedas top-down policy, bottom-up implementation <strong>and</strong> middle-out support.Page 1
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