student feedback and leadership - Office for Learning and Teaching

Part A: Developing a Distributed Leadership Model - Secton 3: Building Leadership Capacity––The School of Mathematical and Geospatial Sciences ART hadfocussed on analysing detailed student feedback data, both quantitativeand qualitative. They identified a limitation in the data collection in thatthe data for large classes is presented in the aggregate with informationsupplied in a summarised spreadsheet. This means that individualteachers cannot be identified. The ART requested members in theSurvey Centre to provide more disaggregated data analysis to addressthis limitation.Once this data was analysed, members of the ART were encouragedto share their feedback and individual teaching techniques. In addition,a literature review was undertaken to identify examples of externalexcellence in learning and teaching practice. The literature reviewidentified a tutor training and support process established in the MathsAccess Centre at QUT, that was used as an effective tutor supportsystem for large classes with a positive impact on student feedback.The ART members decided to find out more about this system.––The School of Property, Construction and Project Management ARTidentified that a key threshold issue that needed to be addressed beforestaff could really focus on student learning was facilities offered andinfrastructure, particularly in large classes. This (systems) issue wasidentified as best addressed from a joint perspective, accordinglyUniversity Facilities and IT representatives were invited to becomemembers of the ART.––The School of Economics, Finance and Marketing ART plannedto analyse the two previous years of data on student feedback in largeclasses. Initial steps had involved attempts to capture a picture of thedata available and to identify issues that arose from this process in orderto determine the ART project focus. Course Leaders had broken CESdata into streams. Past initiatives were being documented to developa benchmark of previous practice.iii)The Reference GroupA Reference Group of internal and external experts was established in March2007 to oversee progress on the project, advise on design, development andevaluation issues and discuss progress. From the first meeting the ReferenceGroup became an active part of the project, with members offering theirexpertise in various elements of the project (such as developing the evaluationframework) and attending Plenary sessions. A two-way dialogue was establishedfor Reference Group meetings that had a demonstrable impact on theprogress of the project. Later discussion on how the Reference group couldassist development of a dissemination strategy and the participation of thewider community resulted in suggestions of how individual reference groupmembers could link the project to their professional networks.Page 39