student feedback and leadership - Office for Learning and Teaching

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Student Feedback & Leadershipan existing Learning and Teaching Committee, demonstration of increasedunderstanding of learning and teaching issues by the Head of School wasevident in his agreement to cap the maximum size of classes (despite thestaffing and timetable implications of this).Fourth, Leaders of various Service Support areas developed a greater understandingof the leadership role of their departments in providing an overallsupportive learning and teaching environment that enhances the studentlearning and teaching experience. This led to the establishment of a formalConsultative Group to bring together academic leaders and leaders of propertyservices to ensure learning spaces are designed in accord with the prevailingpedagogical direction of the university.Fifth, leaders from each of the multi-levels of leadership across the universityidentified their role in enhancing student learning and teaching practice. Theattendance of the three Pro-Vice Chancellors (Academic) 1 at various Plenarysessions, their responses to interview questions on their roles, and thesupport given to changes to learning and teaching resulting from theproject are examples of recognition of their contribution.The effectiveness of this distributed approach is demonstrated also in theadoption of this approach for other projects established by the Universitysince this project. However it is recognised that cultural change of thismagnitude requires ongoing commitment to continual change and theembedding of change. To this end a number of actions have either beentaken or are being considered. These include:––The addition of two learning and teaching forums a year to providea mechanism to monitor and gather feedback on learning spaceissues experienced by students and staff.––Extension of the Action Research Approach to leadership capacitybuilding across the University, for example through the disseminationof ART experience and achievements in learning and teaching forumsin each College.––Consideration of how students (as stakeholders) may gain greater‘voice’ in a more formative manner than the summative approachof end of Semester Course Experience Questionnaires. For examplehow Staff-Student Consultative Committees may be strengthened.––Discussion with organisers of the RMIT Leadership ProfessionalDevelopment to include sessions on the P.A.C.E.D DistributedLeadership model.––Acknowledgment in the RMIT Promotion criteria of the value of learningand teaching and leading in learning and teaching for promotion purposes.––Extension of the Student Transition Program developed by PVC (StudentServices) area to include academic transition issues.1 It should be noted there were several changes of PVC(A) over the course of this project.Page 4
Executive Summary and ForewardPlans for the project to have a wider impact on the development of distributedleadership capacity across the higher education sector are currently underdiscussion. This includes:––Agreement from lead universities in other ALTC funded projects on DistributedLeadership to formulate a joint proposal for a Priority three ConsolidatingLeadership Grant to explore synergies between the projects in the thematicissues, theoretical underpinnings and processes and practices that haveemerged from these projects.– – Ongoing dissemination activities that include the launch of this Report,the presentation of papers at Conferences and the publication of Journalarticles is occurring, with the intent to produce a book of readings withother universities who have trialled a Distributed Leadership approach.Page 5
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