HEA Fellowship – supporting effective practice and guiding colleagues as an assessor

lighthouse at dusk

In the HEA Fellowship blog, we’re continuing to measure the impact that HEA Fellowship has on teaching practices, on students and on the practices and approaches of peers. We’ve also asked for some suggestions when teaching/supporting learning online!

In this post, Adesola Ademiloye from the Faculty of Science and Engineering shares his story of gaining HEA Fellowship (FHEA) recognition through the PG Cert teaching in Higher Education programme and of the tremendous benefits to his practice he gains by mentoring and guiding others in his assessor role.

 

“I find the opportunity to mentor others in their journey to become better teachers and gain recognition for their teaching practices to be incredibly fulfilling, even as an academic on the enhanced research pathway

 

Man smiling, arms crossed
Dr. Adesola Ademiloye, Department of Biomedical Engineering

Continue reading “HEA Fellowship – supporting effective practice and guiding colleagues as an assessor”

Gaining a Broader Perspective – the value of being an assessor

two icons of human heads. from one are question marks emerging. The other has lightbulbs

In the HEA Fellowship blog, we’re continuing to measure the impact that HEA Fellowship has on teaching practices, on students and on the practices and approaches of peers. 

Mariolino Carta recorded a blog interview with Darren Minister from the Recognition Team on 26th October 2022. He discusses the value that being an assessor gives to enhancing his practice:

Photo of man sitting
Mariolino Carta, FHEA

…I’m assessing some of the HEA Fellowship applications and this gives me this extra perspective I was talking about. Sometimes I get very good tips from sound applications.

Continue reading “Gaining a Broader Perspective – the value of being an assessor”

Building a strategy to support programme directors- lessons from Australia

This is the last blogpost in which I summarise some of the key findings from chapters in the book Supporting Course and Programme Leaders in Higher Education: Practical Wisdom for Leaders, Educational Developers and Programme Leaders, (SEDA, Routledge) (2022) edited by Jenny Lawrence, Susan Moron-Garcia and Rowena Senior. 

This post reflects on what we can learn from Chapter 3, in Part 1 on “Developing programme leadership in an Australian university” by Louise Maddocks et al. 

_________________________________________________________________

Griffiths University in south-eastern Australia is a multi-campus, research-intensive higher education institution. During 2014-2018, led by staff from its ‘Learning Futures’ Unit, colleagues embarked on developing and implementing a strategy to equip and empower Programme Directors (PDs) who are “responsible for the leadership and management of an academic programme”, Page 41).  This was part of wider strategic initiatives being implemented at Griffiths including:

  • defining a new role descriptor for PDs,
  • the establishment of key academic roles located centrally and within faculties,
  • a new quality ‘dashboard’ to provide key data about the programme, and
  • the implementation of a ‘Framework for Programme Quality and Programme Review’.

 

Following an extensive review of leadership literature (cited in the chapter) and several assumptions underpinning what they wanted their strategy to consider, their resultant strategy has the following ‘ecological’ stages:

Summary diagram showing the ecology of their programme leader strategy

Figure 1 Building Programme Leadership Strategy – Professional learning ecology – based on Maddocks et al (2022)

  • A set of induction workshops orienting Programme Leaders both new and experienced to their new role descriptor
  • A Leadership Series of leadership support and online modules.
  • A Programme Leaders Network established to practice, reflect and share experience
  • Guided Collaborative Action Learning/Action Research projects in Practice (e.g. curriculum development/enhancement/ sharing of programme level resources
  • Independent Collaborative Action Learning/Action Research projects in Practice

With progressively independent practices to support expertise in leading programmes as the final goal.

The chapter describes in a bit more detail each of the Leadership Series, Programme Leader’s Network and the Action Research Project stages.  The authors also summarise their evaluation of this strategy, with almost all respondents to their survey of PDs participating in the sessions confirming that the workshops within the Leadership Series were highly successful in providing foundational knowledge of leadership for learning, the knowledge of the role within the institutional context and the development of relationship and networks with other programme leaders.

There are more detailed reflections on the effectiveness of this approach in trying to support programme leaders become “agents of change”.  They concluded that the

 “Building Program leadership strategy has effectively enabled the creation of a professional learning ecology that supports individuals PLs in developing their identities and capabilities of learning and teaching” (page 50)

 

Why is this relevant to us in Swansea University?

A Programme Directors Working Group was established in February 2022 to scope how to better support those who fulfil this vital role within Swansea University.  The Group reported its findings about appropriate induction and ongoing CPD for Programme Directors at the PD Community Forum on December 7th 2022 and will be reviewing feedback to this in early 2023. 

There are several similarities with the approach Griffiths University has taken and what the Programme Director Working Group at Swansea is proposing. We can review aspects of this ‘ecology’ approach, learn from them and adapt approaches that will work in our context. The use of Action research groups is particularly appealing.

And its not just Griffiths University that can help guide our way. Other chapters in section 1 of this book outline how other institutions and indeed whole sectors (i.e. in Scotland) have approached the important issue of appropriate induction, ongoing support and appropriate reward and recognition for programme directors.  There is a rich evidence-base for us to use.

Recordings of the webinars hosted by OCAED regarding selected  book chapters are expected to be available from their website: 

Talking Teaching across the Globe – Oxford Brookes University 

 

Louise Rees

Senior Academic Developer (HEA), SALT

(1) Programme Leaders = Programme Directors at Swansea University

Building a Programme Leader network

This is the third blogpost in which I’m summarising some of the key findings from chapters in the book ‘Supporting Course and Programme Leaders in Higher Education: Practical Wisdom for Leaders, Educational Developers and Programme Leaders’, (SEDA, Routledge) (2022) edited by Jenny Lawrence, Susan Moron-Garcia and Rowena Senior.

This blogpost reflects on what we can learn from Chapter 5, in Part 1 on “Harnessing the potential of formal networks and informal communities to support the holistic development of programme leaders” by Graham Scott and Jenny Lawrence.

_________________________________________________________________

The Value of a Network 

This chapter summarises research into the positive aspects of being a Programme Leader (PL) that come from engaging in a centrally organised Forum or more local discipline specific network. 

Central-formal networks enables PLS to keep up with University-specific policy and strategy and to gain insights into wider sector issues.  It helps attendees to develop a positive professional identity as a programme leader and raises their profile with senior decision makers. 

Discipline based ‘communities of practice’ however helped to better understand the PL responsibilities, often from the input of prior PLs), develop collegiality and to signpost to school/faculty/institutional information sources to help with the role. 

There are clear benefits of establishing and encouraging networks at both scales. The chapter provides useful 6-point advice tips on developing both kinds of networks but recognising that there needs to be some flexibility on exact implementation. 

Selected tips for the central-formal network include: 

  • Ensure that the membership is kept updated, at minimum annually
  • Have dates of meetings ‘pushed’ into calendars of PLs
  • Have regular (e.g. monthly) for a at regular dates and times, some of which may be with decision makers
  • Have the topics for discussion originate from PLs as well as new initiatives 

For local-informal community of practices, they recommend 

  • These are established local by PLS and may usefully include PL ‘alumni’ for mentoring and hand-over
  • They might have an informal, regular communication stream (the research case involved Slack, for example)
  • Have regular, informal gatherings (e.g. over coffee) 

The chapter describes in more detail how they sought feedback from the PLs about what was working well. The central-formal network had ceased to effectively operate  

‘many abandoned events early citing the top-down transmission of process information unappealing’.   

Their efforts then to research what had been positive aspects and what the PLS wanted, informed the shape of their re-launched network in 2018/19. 

Why is this relevant to us in Swansea University? 

A Programme Directors Working Group was established in February 2022 to scope how to better support those who fulfil this vital role within Swansea University.  The Group reported its findings about appropriate induction and ongoing CPD for Programme Directors at the PD Community Forum on December 7th 2022 and is reviewing feedback from the proposals. 

One key aspect is ongoing CPD and indeed what the Forum should cover and continue to operate.  For those supporting the central-formal network, the chapter has more detailed insights on what pitfalls to avoid, how to make the network a positive, vibrant community which helps to build esteem and recognition for the role, to prevent the role of PL being ‘isolating’ (Ellis and Nimmo, 2018), a ‘career killer’ (Cahill et al, 2015) and making the PL role, one of worth and value (Robinson-Self, 2020). 

But its also helpful for schools or faculties to consider how local networks of PLs might work and the nature of, for example, the School Education Forum.   

Watch out for other synopses of this great book in supporting Programme Directors over the coming weeks and the seminar series by OCAED and SEDA to support the book. 

Recordings of the webinars are expected to be available from their website: 

Talking Teaching across the Globe – Oxford Brookes University 

 

Louise Rees 

Senior Academic Developer (HEA), SALT 

(1) Programme Leaders = Programme Directors at Swansea University 

 

References 

Cahill J., Bowyer J. Rendell, C. Hammond, A. and S. Korek (2015) “An exploration of how programme leaders in higher education can be prepared and supported to discharge their roles and responsibilities effectively”, Educational Research, 57 (2), pp 272-286. https://doi.org/10.1080/00131881.2015.1056640  

Ellis S. and A. Nimmo (2018) “Opening eyes and changing mind-sets: professional development for programme leaders.”  In Lawrence J. and Ellis, S. (Eds), Supporting programme leaders and programme leadership, SEDA Special 39. London: Staff and Educational Development Association, pp. 36-39. 

Robinson-Self P. (2020) “The practice and policies of programme leadership: between strategy and teaching”, Potter J. and Devicci C. (eds) Delivering Educational Change in HE, UK: Routledge 

 

Building shared understanding – a Programme Roadmap

road sign

This is the second blogpost which summarises some of the key findings from chapters in the book Supporting Course and Programme Leaders in Higher Education: Practical Wisdom for Leaders, Educational Developers and Programme Leaders, (SEDA, Routledge) (2022) edited by Jenny Lawrence, Susan Moron-Garcia and Rowena Senior. 

It reflects on what we can learn from Case study 10, in Part 3 on “Facilitating educational leadership; building and sharing an understanding amongst the programme team” by Eva Malone and Stephen Yorkstone. 

_________________________________________________________________

Juggling frantically, trying to keep all balls in the air 

Eva Malone is programme leader for a range of undergraduate programmes accredited by the Royal Society of Biology at Edinburgh Napier University. Collectively these programmes comprise 37 modules and have approximately 500 students enrolled at any one time. 

In this case study she outlines how after feeling quite overwhelmed by dealing with the minutiae of programme management and trying to keep multiple balls up in the air, she enlisted support for the staff of their Business Improvement Unit to help with the task.

Steve Yorkstone assisted Eva in applying a ‘lean management’ approach first to the arduous process of allocating markers on a complex research project module. She later enlisted his help in applying the RACI model to the programme leader role and responsibilities not just for her but of the wider programme team. 

They, with the programme administrator, quickly brainstormed the tasks and roles or teams involved in delivering their suite of programmes. Having input from the administrator was invaluable since it both brought in a distinct perspective but have insight into the interactions with professional services teams. 

The output was an Excel Workbook (their ‘Programme RoadMap’) to which they applied the RACI (Responsible, Accountable, Consulted and Informed) matrix (Project Management Institute 2013) but also added in ‘Uninvolved’ and ‘Participating’ categories to enable responsibility to be allocated to individuals, but for the contributions of the wider team members to be acknowledged (or otherwise!). 

Alongside the tasks, deadlines for completion were allocated and this enables the review and management of activities according to peaks and troughs and consider re-scheduling. All members of the team have access to the Excel Workbook and using simply sort and filter functions, enables individuals to isolate their own and/or related tasks. 

The impact on Eva as Programme Leader? 

There were enormous practical and personal benefits of the RoadMap for Eva. Some of these are outlined below: 

  • Acted as an Aide Memoire
  • Feel Less Overwhelmed 
  • Informs Meeting agendas
  • Reinforces Value of the team 
  • Helps succession planning
  • Frees up her ‘memory’ to be more creative and instigate educational leadership 

This Case Study was discussed further at the OAECD seminar series on 29th November 2022 and Steve generously shared the Excel Workbook for others to adapt (with a request for attribution and feedback on the usefulness of the tool).  

Both he and Eva stress that the Roadmap needs to be customised and shouldn’t be seen as a blueprint for adoption by programme teams without further consideration. As a ‘spreadsheet’ it may strike fear into many unfamiliar with the features of Excel, and so adoption and implementation needs to be supported and endorsed for all to benefit from it. 

I have a copy of the Excel Workbook should anyone wish to brainstorm their own activities, amend it and consider whether this tool may help them feeling overwhelmed by the volume of tasks. 

Why is this relevant to us in Swansea University? 

A Programme Directors Working Group was established in February 2022 to scope how to better support those who fulfil this vital role within Swansea University.  The Group reported its findings about appropriate induction and ongoing CPD for Programme Directors at the PD Community Forum on December 7th 2022 and will be reviewing feedback to this in early 2023. 

One of the outcomes and recommendations of the PD Working Group was to refine Swansea’s role descriptor and to enhance the existing ‘timeline’ to be an interactive resource (with links to the relevant policies, procedures) and also to develop a version for programmes not with a September start date.  

Eva notes that even though she has a role descriptor and checklist, she still needed “clarity around the tasks that were to be completed and focus on what was required and when” and the Roadmap (Excel Workbook) enables her to achieve that need. 

This Excel Workbook ‘template’ could be a very useful supplement to our existing resources and I’d encourage anyone who wants to consider adapting it for their own circumstances, to get in touch! 

Recordings of the webinars are expected to be available from their website: 

Talking Teaching across the Globe – Oxford Brookes University 

 

Louise Rees 

Senior Academic Developer (HEA), SALT 

 

References 

Project Management Institute (2013) A guide to the Project Management Body of Knowledge (PMBOK Guide) Project Management Institute.

See RACI Matrix | Understanding Responsibility Assignment Matrix (project-management.com) for a quick explanation of RACI

Being an Effective Programme Director

man juggling items on first

Why is considering leadership approaches helpful?  

I’ve been championing the important role of programme directors for almost 10 years, previously in my capacity as head of the Quality Office in Academic Services and recently resurrected in my role within SALT supporting professional recognition through Advance HE’s Fellowship scheme.  I see many colleagues struggle to articulate successful ‘leading’ when they make their claim for Senior Fellowship and see the value of providing the support BEFORE many indeed take on or inherit the programme director role.   

I also hear stories of the challenges of juggling and almost literally firefighting that are epitomised in both research literature and blogposts of everyday realities (see for example Emma Kennedy’s recent account https://www.santanuvasant.com/2022/09/12/programme-leadership-in-higher-education-three-key-contradictions/). 

I can see the value of reflecting on my own ‘small l’ leadership as I prepare my own claim for Senior Fellowship recognition. Many of the characteristics I can see myself demonstrating, yet I didn’t know that these were ‘recommended approaches’ of effective leadership.  Donald Rumsfeld (then Secretary of Defense of the United States) said in a February 12 2022 press briefing  

“[A]s we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns — the ones we don’t know we don’t know.”  

The literature about effective leadership falls into that unknown unknown category for me. 

What are effective leadership strategies for Programme Directors? 

Over the coming weeks, I’ll be summarising some of the key findings from chapters in the book Supporting Course and Programme Leaders in Higher Education: Practical Wisdom for Leaders, Educational Developers and Programme Leaders, (SEDA, Routledge) (2022) edited by Jenny Lawrence, Susan Moron-Garcia and Rowena Senior. 

This post reflects on what we can learn from Doug Parkin’s chapter 6, in Part 2 on “Programme leaders as educational and academic leaders”. 

Some questions about leadership…. 

As Programme Director, how do you lead your team? 

  • What are the qualities of effective Programme Directors?  How do you know what is effective? 
  • What ‘training’ or guidance did you receive in effective leadership approaches? 
  • How DO you keep juggling (even when the issues aren’t “on fire” as in the featured picture)? 

Dimensions of Programme Leadership 

In his chapter, Doug Parkin outlines four aspects of leadership that he feels enables programme directors [1] to develop credibility and demonstrate trust so 

“that colleagues are inspired and trusted to innovate their practice routinely, deliver teaching inclusively and provide feedback for learning conscientiously” (Parkin 2022, p 97) 

These are 

  • Relational Leadership 
  • Embodied Leadership
  • Enabling Leadership and
  • Administrative Leadership. 

model of programme leadership comprising relational, embodied, enabling and administrative leadership interpreted from Doug Parkin's description - administrative leadership is disproportionately represented

Figure 1 Four dimensions of programme leadership – interpreted from Parkin (2022)

It’s a useful chapter not just for programme directors, but for anyone who is ‘small l’ leading and is therefore considering how their practice of supporting others best demonstrates the tricky Senior Fellow criterion of ‘Successful coordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to learning and teaching’ UKPSF, 2011, D3 Vii.  While ‘leadership’ isn’t explicitly mentioned in this criterion, its often inherent as staff reflect and evidence how they effectively engage and support colleagues to achieve a shared objective that enhances student learning. 

The chapter gives examples of what each of the other leadership styles might look like in practical terms for programme leaders (e.g. having a network of fellow Programme Directors to support relational leadership; modelling examples and active listening in showing embodied leadership) and also how institutions can enable the leadership through, for example, appropriate recognition of the value of the role, ongoing development for programme leaders, setting and clearly sharing the key vision and supporting communication with others. 

Too often it’s the administrative side of the Programme Director role that takes up the most time as suggested in my adapted Figure 1 and role holders get increasingly disillusioned and frustrated that they can’t necessarily do the staff support and pedagogical enhancements they’d like to.  In providing administrative leadership, the relationship with professional services staff is critical to freeing the time of Programme Directors and ensuring that administrative matters can run smoothly.  

Therefore, in the bedding down of the revised Faculty structure, we have the opportunity now to share the values of the programme and the administrative burden and to support Programme Directors to lead in effective learning, teaching and assessment practices in a more balanced way where the leadership dimensions can be applied more equitably (see Figure 2). 

A more balanced model of leadership (relational. embodied, enabling and administrative) overlapped in Venn diagram. Interpreted from Doug Parkin's description

Figure 2 A more balanced model of the 4 dimensions of programme leadership

And if we know what makes for effective programme leadership, why aren’t these qualities built into person specifications to get the most effective person for the role and appropriate CPD offered to support staff to gain the transferable skills?

An Institutional response 

A Programme Directors Working Group was established in February 2022 to scope how to better support those who fulfil this vital role within Swansea University.  The Group reported its findings about appropriate induction and ongoing CPD for Programme Directors at the PD Community Forum on December 7th, 2022, and feedback is being reviewed and next steps developed. 

Part of the remit has been to explore continual professional learning opportunities regarding ‘leadership’ and members of the Group made specific recommendations on this.  Contributing to that will be my recommendation that exploring the types of leadership as suggested by Parkin should be a key aspect to support professional development of Programme Directors.  And not just upon appointment.   

To be effective and address what Ellis (2019, p31) identifies as critical transition period “the months either side of becoming a programme leader have emerged as of central importance”, CPD in effective leadership skills should be available to all, to prepare staff to effectively lead programmes to provide an excellent student learning experience. 

Watch out for other synopses of this useful book in supporting Programme Directors over the coming weeks and the seminar series by OCAED and SEDA to support the book. 

Recordings of the seminars are expected to be available from their website: 

Talking Teaching across the Globe – Oxford Brookes University 

 

 

Louise Rees 

Senior Academic Developer (HEA), SALT 

(1) Programme Directors at Swansea University = Programme Leaders in the SEDA book 

Gaining HEA Senior Fellowship recognition and the value of being an assessor

In the HEA Fellowship blog, we’re continuing to measure the impact that HEA Fellowship has on teaching practices, on students and on the practices and approaches of peers. We’ve also asked for some suggestions when teaching/supporting learning online!

In this post, Desiree Cranfield, from the School of Management discusses her HEA Senior Fellowship recognition (SFHEA), with pointers to the impact on her practice that has arisen by her being an assessor on Swansea’s Experiential route:

Being an assessor has been an eye opener … inspiring me to think of other innovative approaches as I read and assess the submissions.

Continue reading “Gaining HEA Senior Fellowship recognition and the value of being an assessor”

SALT’s highlights of 2022!

How quickly time flies, we are already in 2023!

We would like to reflect on the past year at SALT with you. 2022 has been both challenging and exciting for us at the university. It has been the time where many of us have returned to campus to teach, reconnecting with colleagues and students. This has been difficult for some, as many of us have had to adapt to new ways of teaching, learning, collaborating and connecting. It is the year where various digital education trends have surged: virtual reality, gamification, online teaching and learning, online training sessions and much more. At SALT, we’d like to reflect on the year 2022, and outline some of our favourite moments.

International Women’s Day 2022

International Women’s Day is celebrated on 8th March every year. It is a chance to celebrate women’s history, remember women’s struggles and to focus on women’s resistance across the world. This is important to us at SALT, so to show our passion for the event, we produced a podcast.

Effective Practice Seminars

Our CPD team in SALT organised a wide range of Effective Practice seminars online via Zoom. These sessions discussed various topics with academics and professional services staff. Don’t miss out and watch our recordings.

Bookable Canvas Clinic sessions service release

This year the Technology Enhanced Learning Development team released a new support service for academic staff, where you can book a session with one of the TEL team for support with anything Canvas related. This new support service continues in 2023.

The SALT Conference 2022

We held the annual conference on July 13th 2022, filled with inspirational talks and discussions. For many, it was great to connect face-to-face again. Read about our conference below, and watch our session recordings.

Student Nominated Award Winners 2022

Recognising and rewarding excellent teaching is a core part of our work and SALT is home to the Student Nominated Teaching Awards. This continues to be one of the highlights of our year. Congratulations to the winners.

International Men’s Day

International Men’s Day is globally celebrated annually on 19th November to recognise and celebrate the cultural, political, and socioeconomic achievements of men. The broader aim of the event is also to promote awareness of men’s issues. This is important to us at SALT, so we created a podcast.

Questioning Assessment

One of SALT’s highlights include  ‘Questioning Assessment’, an online panel discussion programme, hosted by academic partners Dr Joanne Berry and Dr Patricia Xavier along with Rhian Ellis. This addressed some key questions and assumptions about assessment. Why assess? Does pressure in assessment lead to resilience?  Why do students fail? Do we trust our students?, followed by a pilot workshop at SUSALT22.  

Promoting Equality, Diversity and Inclusion

Mandy Jack and Dr. Pamela Styles at SALT were pleased to deliver a workshop at the Equality, Diversity and Inclusion Event, September 2022, hosted by the Faculties of Science and Engineering/ Medicine, Health and Life Sciences. It was great to share effective practice with colleagues from across the University and to talk about how we can work together to make students feel more included. 

HEA Senior Fellowship – Within a Team, make Sure you explain YOUR Impact

Words: We Hear You

In the HEA Fellowship blog, we’re continuing to measure the impact that HEA Fellowship has on teaching practices, on students and on the practices and approaches of peers. We’ve also asked for some suggestions when teaching/supporting learning online!

In this post, Sophie Leslie, Student Partnership & Feedback Development Officer in Academic Quality Services shares her story of helping staff to engage with student feedback and the important role of mentoring others in gaining her HEA Senior Fellowship recognition (SFHEA).

“A large part of my role is to support staff engagement with student feedback and quality enhancement and therefore the mentoring and coaching part of this is vital

Continue reading “HEA Senior Fellowship – Within a Team, make Sure you explain YOUR Impact”

A guide to disconnecting when needed…

We are all guilty of not being able to switch off from work sometimes. This can be even more so when we have apps such as Outlook and Teams downloaded on our mobile phones, notifying us every hour of the day, even on weekends. But what is this doing to our wellbeing? It is very important to remember to set boundaries with the digital world, and this includes turning off your notifications!

Microsoft Teams

Microsoft Teams offers different ways to access, receive, and manage notifications. These settings include how, when, and where your notifications appear, custom settings for channels and chat, appearance and sounds, turning off specific messages, and so on.

To manage your notifications, select Settings and more Teams more icon in the top right of Teams, then select Settings Settings button  > Notifications  Activity button.

Top tip: completely turn of all notifications if you’re on a holiday or just some well needed time off from work, and switch them back on when you return to work. 

 

Outlook

Schedule your notifications on Outlooks and take charge of your quiet times. Having notifications of emails from Outlook on your days off can be very annoying, or distracting if you’re trying to get work done!

The settings process for managing Outlook notifications will differ depending on what device you use.

Outlook Do Not Disturb feature:

Outlook app sidebar screenshot

You can even schedule when you’d like Do Not Disturb to be enabled:

Outlook app do not disturb settings on a phone: Screenshot