student feedback and leadership - Office for Learning and Teaching

Student Feedback & Leadershipiv)The First PlenaryThe first scheduled plenary was held on April 24th 2007. The aims of thePlenary were:––to gather data and information as part of the research process;––to provide an opportunity to explore the key concepts of leadershipin the use of student feedback amongst the core project participants;––to discuss the progress of the projects and to consider issues arisingin order to facilitate future planning.Invited to the Plenary were all members of ARTs, Project Team and theReference Group plus all PVCs (Academic), Heads of School and ProgramLeaders. This was done to provide the opportunity to extend detailedunderstanding of the project across key groups and to develop connectionsthat are often missing or difficult to achieve, in the normal practice of Universitylife. It was also hoped that 'traction' would be developed on the project.Participants worked in small groups of Senior Leaders, Heads of Schools,Program Leaders, Academic Staff, Support Staff, to consider threekey questions:––In reference to your position at the University, what do you thinkare the responsibilities of your role in ensuring the effective useof student feedback?––Identify key activities that you use to do this?––Identify any major obstacles in this process?3.1.4 ObserveThis first cycle began the process of interaction between formal and informalleaders across the university with university strategy, plans and policies.This was aimed at improving the student experience being implementedby various levels of leadership.At the formal level, the most obvious evidence of senior level support wasaction by the DVC(A) in chairing the Plenary and the Reference Group andbecoming an active member of the Project Team.At the informal level the action by the ARTs in identifying elements in studentfeedback that required action was evidence of the active commitmentof academic teachers to accepting a leadership role in student feedback.Each ART developed a process that engaged members in the identificationof common student concerns and then the planning of changes relatedto these. While, on the one hand, the focus on analysing student feedbackPage 40