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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Student Feedback & LeadershipII.III.Project Team meetings were identified as providing regular opportunities<strong>for</strong> service providers <strong>and</strong> academic leaders (Heads of School) to meetface-to-face, to discuss <strong>and</strong> problem-solve issues, <strong>and</strong> to take otherissues back to the areas responsible <strong>for</strong> further discussion. Discussionadvanced from the more traditional ‘blame’ <strong>and</strong> ‘whinge’ focus to jointproblem solving. One example cited was the discussion over the useof AV/IT equipment in teaching spaces that resulted in the productionof Venue Sheets with details of resources <strong>and</strong> instructions on howto use the equipment to be displayed in each venue <strong>and</strong> on the website.Plenary sessions organised differently as small group activities wereidentified as providing <strong>for</strong> much more in<strong>for</strong>med discussion than traditionalpresentations followed by a question <strong>and</strong> answer session.4.2 Outcome 2: Multi-level Approaches <strong>and</strong>Strategies to Effect Change ManagementWhile it is recognised that the change management strategy implementedacross the university through the various teams established as part of theproject is not a fait accompli, the changes achieved were substantive <strong>and</strong>establish the basis <strong>for</strong> further ongoing change.4.2.1 Critical Success Factors (CSFs)The Critical Success Factors <strong>for</strong> the change management strategy to improve<strong>student</strong> <strong>feedback</strong> suggest that effective change management requires theindividual academic to be supported by a multi-level <strong>leadership</strong> approachif a distributed <strong>leadership</strong> framework is to be effective. The CSFsidentified include:I. RecognitionRecognition <strong>and</strong> reward of individual <strong>and</strong> team contributions requiresfurther change to accord learning <strong>and</strong> teaching excellence to beconsidered equal to research.II.EncouragementResource support <strong>for</strong> individuals <strong>and</strong> teams to design <strong>and</strong> developinnovative approaches to improving the <strong>student</strong> learning experienceis evidenced. This requires new approaches to resource distributionthat take into account the need to provide time <strong>and</strong> finance <strong>for</strong>individual academics to design, develop, trial <strong>and</strong> evaluatenew initiatives.Page 70
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