1st Edition

Supporting Course and Programme Leaders in Higher Education Practical Wisdom for Leaders, Educational Developers and Programme Leaders

Edited By Jenny Lawrence, Sue Morón-García, Rowena Senior Copyright 2022
    236 Pages 12 B/W Illustrations
    by Routledge

    236 Pages 12 B/W Illustrations
    by Routledge

    Offering research- and evidence-based approaches that explore the essential components of programme leadership in higher education, this book is designed to define, develop and support the programme leadership role and all those who undertake it.

    The book is split into three parts, taking into account the three different lenses through which programme leaders and their professional practice and relationships are generally viewed: the institution, the individual and the programme team. Chapters and case studies address key elements crucial to the holistic development of programme leadership and programme leaders. These include:

    • Understanding and developing programme leadership in context
    • Developing organisational structures and processes so programme leaders can thrive
    • Growing programme leaders’ educational leadership, team working and communication

    Crucial reading for programme leaders, as well as academic and educational developers and leaders working across faculties and whole institutions, this text includes contributions from teaching- and research-focused higher education institutions, as well as established and modern college- and university-based providers in both the northern and southern hemispheres.

    Introduction: Supporting course and programme leaders in higher education: Positioning programme leadership as central to HE success
    Jenny Lawrence, Sue Morón-García and Rowena Senior

    Part 1: Institutional development of programme leadership and programme leaders: Understanding and developing the role

    Jenny Lawrence

    1. A national approach: Foregrounding programme leadership in Scotland
    Martha Caddell, Sam Ellis, Christine Haddow and Kimberly Wilder-Davis

    Practitioner response: Considering Canadian programme leadership
    Andrea S. Webb

    2. Understanding and defining programme leadership in a large institution
    Rachel Forsyth and Stephen Powell

    Practitioner response: Understanding and defining programme leadership in a South African context
    Nosisana Mkonto

    3. Developing program leadership in an Australian university: An institutional approach to professional learning and development
    Louise Maddock, Samantha Carruthers and Karen van Haeringen

    Practitioner response: Reviewing the programme leadership strategy in an Australian university: Could it be adapted in the Greek context?
    Marianna Karatsiori

    Case Study 1: Developing a role statement for programme leadership
    Louise Maddock, Samantha Carruthers, Karen van Haeringen, Helen Massa and Christopher Love

    4. A collaborative and comprehensive approach to designing a cross-institutional development programme for programme leaders
    Petia Petrova

    Practitioner response: Considering co-constructing a Programme Leadership Development Programme in a research-intensive HEI
    Deanne Gannaway

    5. Harnessing the potential of formal networks and informal communities to support the holistic development of programme leaders
    Graham Scott and Jenny Lawrence

    Practitioner response: It’s a good start: Reflections through indigenous eyes on a holistic approach to supporting course and programme leadership
    Piki Diamond

    Case Study 2: Academic almanac: A practical workshop for programme leaders to plan the academic yearly cycle
    Juliet Eve

    Part 2: Individual programme leaders: The development of leadership through experience and collaboration

    Sue Morón-García

    6. Programme leaders as educational and academic leaders: A question of influence – relationships, behaviour and commitment
    Doug Parkin

    Practitioner response: A sympathetic approach and practical strategies
    Svitlana Kalashnikova and Olena Orzhel

    7. 'It can be a lonely job sometimes': The use of collaborative space and social network theory in support of programme leaders
    Maeve O’Dwyer and Rebecca Sanderson

    Practitioner response: Social support for programme leaders – Building an interdisciplinary community
    Mayara da Mota Matos

    8. Empowering programme leaders: Developing relational academic leadership
    Sarah Moore

    Practitioner response: Leadership as collaboration – Taking a less individualistic approach
    Oscar Jerez Yañez

    Case study 3: Honesty and the power of open approaches that foster trust
    Jessie Johnson and Frances Kalu

    Case study 4: Reflecting on the transition from traditional to blended programmes: Six critical messages to manage change
    Emma O’Brien, Carol O’Sullivan and Gwen Moore

    Case Study 5: Leading joint and combined honours programmes: Amplified complexity
    Dawne Irving-Bell and Sue Morón-García

    Case Study 6: Taking the lead: Creating an undergraduate environmental science programme to meet the benchmarks and expectations
    Bethan L Wood

    Part 3: The practice of programme leadership: Leading programme teams

    Rowena Senior

    9. The collaborative programme leader: Embedding meaningful collaboration into a programme culture
    Evelyn Jamieson

    Practitioner response: Using our disciplines to improve our leadership approaches
    Lucía Piquero Álvarez

    Case Study 7: A team-based retreat for programme development
    Sarah Moore

    Case Study 8: Coordinating programme design though ‘Assessment Therapy’
    Dominic Henri

    10. In pursuit of excellence: A collaborative and interdisciplinary framework for reconceptualising programme leaders
    Jacqueline Hamilton and Christopher Donaldson

    Practitioner response: The importance of framing the curriculum as a living system
    Catherine M. Millett

    Case study 9: Leading successful programme transformation
    Sharon Altena and Karen Theobald

    Case study 10: Facilitating education leadership: Building and sharing an understanding amongst the programme team
    Eva Malone and Stephen Yorkstone

    Conclusion: Championing programme leadership for success in higher education
    Rowena Senior, Sue Morón-García and Jenny Lawrence


    Jenny Lawrence is a Reader in Higher Education and the Head of the Teaching Excellence Academy at the University of Hull, UK.

    Sue Morón-García is a writer, researcher and educational developer with over 35 years of combined experience in higher, adult and secondary education where she has designed, led and advised on a variety of programmes.

    Rowena Senior is a Reader in Higher Education within the School of Education, University of Hertfordshire, UK.