UTL40260

Learning Outcomes:

To critically reflect on your personal leadership approaches (the Self) and how this could impact on your approaches to leading
change
To identify strategies for engaging and leading key stakeholders in teaching and learning enhancement, in particular, ideas to
develop students-as-partners in innovation and change.
To develop ideas for leading change to programme/school/project teaching, learning and/or assessment and feedback strategies,
including their implementation and evaluation.
To explore the challenges and enablers of leading teaching and learning innovation in different contexts, including an awareness
of the impact of local, national, international T&L policies
To discuss the role of evidence/evaluation and quality review processes in informing change to learning enhancement
To support your ideas for change to teaching and learning practices and/or policies, based on the educational leadership
theories/frameworks literature and case studies of practice
To critically reflect on a new or current plan for leading change to teaching and learning practice/policy in a specific context for
change.
To support peers in dialogue around best practices in leading teaching and learning change

Indicative Module Content:

Personal leadership and skills: awareness of self;
Leading change : Influencing, working together;
The context for change
Leadership frameworks and approaches; Leading and working with key stakeholders, with particular emphasis on students;
The innovation;
Leading on programme and assessment design, implementation and evaluation;
Leading innovation in teaching and learning;
Case studies in leadership practice;
Change based on evidence: including using institutional and national data to support and evaluate change;
Higher education and institutional policy context, enabling policies;
Leadership within and outside of the organisation

Student Effort Hours:

Approaches to Teaching and Learning:

There will be six three-hour workshops, five face-to-face and one online. 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. Engagement in online discussions are an important feature of this module and form part of the assessment strategy. 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

 

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).

Key texts
Jackie Potter, Cristina Devecchi (2020) Delivering Educational Change in Higher Education A Transformative Approach for Leaders and Practitioners. SBN 9780367147846, Routledge

Western, G. (2019) Leadership; A Critical Text. London Sage. See summary slides of Simon Western's Four Discourses on Leadership

Key References
Bajada, Christopher, Peter Kandlbinder & Rowan Trayler (2019) A general framework for cultivating innovations in higher education curriculum, Higher Education Research &
Development, 38:3, 465-478, DOI: 10.1080/07294360.2019.1572715

James, K.T., Ladkin, D. (2008). Meeting the Challenge of Leading in the 21st Century: Beyond the ‘Deficit Model’ of Leadership Development. In: James, K.T., Collins, J. (eds) Leadership Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9780230584075_2 (also available on research gate)

Kirkland, Kieron and Dan Sutch, (2009) Overcoming the barriers to educational innovation A literature review, Futurelab

Marshall, S.J Janice Orrell, Alison Cameron, Agnes Bosanquet & Sue Thomas (2011) Leading and managing learning and teaching in higher education, Higher Education Research & Development, 30:2, 87-103, DOI: 10.1080/07294360.2010.512631 In UCD at: https://www-tandfonline-com.ucd.idm.oclc.org/doi/full/10.1080/07294360.2010.512631

Velthuis F, Varpio L, Helmich E, Dekker H, Jaarsma ADC. Navigating the Complexities of Undergraduate Medical Curriculum Change: Change Leaders' Perspectives. Acad Med. 2018 Oct;93(10):1503-1510. doi: 10.1097/ACM.0000000000002165. PMID: 29419547.

UCD T&L (2023) DESIGNING PROGRAMMES, DUBLIN: UCD T&L WEBPAGE

UCD T&L (2023) Four Case Studies of Leading Change, In, Brightspace

Zhang, T. (2022). National Developments in Learning and Teaching in Europe. Brussels: European University Association