UTL40260 Leading in University T&L

Academic Year 2022/2023

To enable current and future leaders to reflect on their leadership approaches and skills, and support them to lead change in teaching and learning practice and policy. The module will support participants to engage with other leaders and with their institutional peers and mentors.

It explores leading curriculum design change and leading innovation in teaching and learning practices and policies. It will use an evidence based approach to teaching and learning quality evaluation and enhancement.

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Curricular information is subject to change

Learning Outcomes:

To critically reflect on your personal leadership approaches (the Self) and how this could impact on leading change.

To identify strategies for engaging and leading key stakeholders in T&L enhancement, in particular, ideas to develop students-as-partners in innovation and change.

To develop ideas for leading change to programme design, programme assessment and feedback strategies, programme T&L approaches, including their implementation and evaluation.

To explore the challenges and enablers of leading T&L innovation in different contexts, such as national, institutional (organisational), College, School and/or discipline level.

To discuss the role of quality enhancement processes, evidence/evaluation, and enabling T&L policies in supporting student learning enhancement.

To support your ideas for change to T&L practices and/or policies, based on the educational leadership theories and case studies of practice.

To critically reflect on a new, or current, plan for leading change to T&L practice/policy in a specific context for change.

To support peers in dialogue around best practices in leading T&L change.



Indicative Module Content:

Personal leadership and skills: awareness of self
Leadership approaches
Leading and working with key stakeholders, in particular students
Leading change : Influencing, working together,
Leading on programme and assessment design, implementation and evaluation
Leading innovation in teaching and learning (problem solving, solution identification)
Case studies in leadership practice
Change based on evidence: including using institutional and national data to support and evaluate change (institutional analytics)
Enabling policies in teaching and learning
Leadership within and outside of the organisation
Context and Systems theory

Student Effort Hours: 
Student Effort Type Hours
Seminar (or Webinar)

15
Specified Learning Activities

105
Autonomous Student Learning

60
Total

180
Approaches to Teaching and Learning:
There will be five face-to-face workshops. These workshops will include: lectures, practical exercises, peer discussion using an action learning sets framework; reflecting on case studies and resources. Out-of-class, students will be expected to reflect on their practices/policies and develop an action plan for enhancement. They are also expected to explore the leadership case studies, the module’s resources and engage with the required and other reading. 
Requirements, Exclusions and Recommendations
Learning Requirements:

This is an in-service module for teachers in higher education. A condition of enrolment is that students have a significant teaching commitment during the academic year in which they undertake this module. (The definition of “significant teaching commitment” will vary with context; but, as a general rule, a minimum of 48 hours would be expected.)


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Critical reflection on the self and leading others
 Week 5 n/a Pass/Fail Grade Scale Yes

30
Assignment: Evidenced-based Action Plan Coursework (End of Trimester) n/a Pass/Fail Grade Scale Yes

70

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Students will engage in in-class discussions prior to submission of the first assignment. They will receive individual and group feedback on the first assignment that will assist in feeding forward to the final assignment. There will be an opportunity to peer review and self assess the final assignment (Evidenced-Based Action Plan).

Name Role
Ms Áine Galvin Lecturer / Co-Lecturer
Dr Sheena Hyland Lecturer / Co-Lecturer
Mr David Jennings Lecturer / Co-Lecturer
Ms Niamh O'Donoghue Lecturer / Co-Lecturer
Dr Leigh Wolf Lecturer / Co-Lecturer