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 Type	Hours
Seminar (or Webinar)	18
Specified Learning Activities	105
Autonomous Student Learning	57
Total	180

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.)

Not applicable to this module.
 

Assessment Strategy  

Description	Timing		Component Scale		% of Final Grade
Assignment: Two Online Discussions	Varies over the Trimester	n/a	Pass/Fail Grade Scale	Yes	60
Assignment: Leading a Change	Varies over the Trimester	n/a	Pass/Fail Grade Scale	Yes	40

 

Resit In	Terminal Exam
Spring	No

• 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

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

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

Autumn
Seminar	Offering 1	Week(s) - 1, 9, 11	Fri 10:00 - 12:50
Seminar	Offering 1	Week(s) - 3, 5	Fri 10:00 - 12:50
Seminar	Offering 1	Week(s) - 7	Fri 10:00 - 12:50
Autumn