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“
Dr. Adesola Ademiloye, Department of Biomedical Engineering
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:
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.
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:
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:
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.
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:
(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
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:
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 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.
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).
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:
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.
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“
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!
Fellowship isn’t however restricted to just academic staff who teach. A range of professional services staff who also support learning have this recognition and we feature one of these in this month’s blogpost.
“The Senior Fellowship to me was about leadership within teaching. It enables you to review what has worked well, but more importantly to look forward as a leader as to what your subject area needs and how you can implement this”
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, Gisselle Tur Porres from the Faculty of Humanities and Social Science shares her story of reflecting on both pedagogical and cultural differences in supporting learning helped frame her claim for HEA Fellowship (FHEA).
“As a reflective practitioner myself, the Fellowship recognition process has allowed me to reflect, rethink learning and teaching experiences and work towards further development of my teaching practices, with cultural pertinence“
