1. Academic Leadership in Teaching and Learning Ian Dunn Mark Holton Andrew Turner

2. Aims of Workshop To propose an approach for the leadership of Academic Practice in Teaching and Learning. To share our own University experiences over a three year journey as a reflective vehicle. To gauge interest in collaborative approaches to further development of thinking and practice.

3. Traditional and research perspectives on academic leadership

4. Traditional view of dynamics Academic Leadership Managerial Leadership

5. Source : Academic leadership, academic management and self leadership: LFHE, 2012 Contemporary research-based models (1)

6. Source: How academic leadership gets squeezed by managerial priorities: LFHE, 2012 Contemporary research-based models (2)

7. A Different Paradigm.....

8. So... traditional..... MANAGERIAL ACADEMIC ACADEMIC WORK

9. ... an emergent paradigm MANAGERIAL ACADEMIC LEADERSHIP OF ACADEMIC PRACTICE ENHANCEMENT OF STUDENT EXPERIENCE & ACADEMIC CAPABILITY

10. ... an emergent paradigm MANAGERIAL ACADEMIC LEADERSHIP OF ACADEMIC PRACTICE ENHANCEMENT OF STUDENT EXPERIENCE & ACADEMIC CAPABILITY

11. ... an emergent paradigm MANAGERIAL ACADEMIC LEADERSHIP OF ACADEMIC PRACTICE ENHANCEMENT OF STUDENT EXPERIENCE & ACADEMIC CAPABILITY

12. MANAGERIAL ACADEMIC LEADERSHIP OF ACADEMIC PRACTICE ENHANCEMENT OF STUDENT EXPERIENCE & ACADEMIC CAPABILITY Teaching, Learning and Assessment Strategy

13. What do we need to do to lead the development of academic practice in teaching and learning?

14. Strategic Alignment In Coventry’s case: – Internationalisation – Digital fluency – Research informed learning – Employment Agenda – Inspiration/aspiration vs. content

15. The Coventry Journey so far. What should be the central unit of currency? Defining a collective vision at a course level Developing and engaging with wider course level communities Both were harder to define than anticipated, but ultimately more rewarding for doing so.

16. Core practices for academic leaders in support of teaching and learning Teaching observation, coaching and mentoring Democratisation and Intelligent use of management information – owned by academic colleagues Development and use of student feedback systems Continuing academic Professional Development Academic leadership development Making informed, strategic decisions that impact on the student experience

17. Core practices for academic leaders Teaching observation, coaching and mentoring

18. ‘Teaching observation, coaching and mentoring’

19. Academic Leadership: Teaching Observation – How Important? 1. Essential 2. Very important 3. Important 4. Little importance 5. Irrelevant

20. Who should carry out teaching observation? 1. Students 2. Peers 3. Senior Colleague 4. Management team function

21. Core practices for academic leaders Teaching observation, coaching and mentoring Intelligent use of management information – owned by academic colleagues

22. Demographic Data, Recruitment data Teaching and learning measures – Tariff points, good honours National and local student feedback National, Sector and benchmark data by course Progression, completion and employment ‘Intelligent use of management information – owned by academic colleagues’

24. Academic Leadership: Use of Management Information How Important? 1. Essential 2. Very Important 3. Important 4. Of little importance 5. Irrelevant

25. Academic Leadership: Use of Management Information Strength? 1. World class 2. Excellent 3. Good 4. Developing 5. Non existent

26. ‘Intelligent use of management information – owned by academic colleagues’ (cont.) The Course Review Process

27. Developing a Collective Vision is a key outcome Leadership of the decision making is a key Academic Leadership function.

28. Core practices for academic leaders Teaching observation, coaching and mentoring Intelligent use of management information – owned by academic colleagues Development and use of student feedback systems

29. ‘Development and use of student feedback systems’ 50,000 questionnaires per year

30. Academic Leadership: Use of Student Feedback Strength at your institution? 1. World class 2. Excellent 3. Good 4. Developing 5. Non existent

31. At what level is student feedback most important? 1. University 2. School / faculty 3. Department 4. Course 5. Module

32. Core practices for academic leaders of learning and teaching Teaching observation, coaching and mentoring Intelligent use of management information – owned by academic colleagues Development and use of student feedback systems Continuing academic Professional Development

34. Academic Leadership: Academic Professional Development How Important? 1. Essential 2. Very Important 3. Important 4. Not important 5. Irrelevant

35. Should there be an academic ‘licence to practice’? 1. None 2. Minimum number of CPD days defined 3. HE teaching / research qualification 4. Internal set standards 5. External sector set standards Select all that apply

36. Core practices for academic leaders Teaching observation, coaching and mentoring Intelligent use of management information – owned by academic colleagues Development and use of student feedback systems Continuing academic Professional Development Academic leadership development

37. How do we know what really makes a difference?

38. An econometric model? Source: The Employee-Customer-Profit Chain at Sears" in the Harvard Business Review, Vol. 76, No. 1 January 1998

39. Where next? How do we know what really makes a difference? Should we, could we consider an econometric model for Academic Practice? What might that look like? Might anyone wish to collaborate on this?