1st Edition
Supporting Course and Programme Leaders in Higher Education Practical Wisdom for Leaders, Educational Developers and Programme Leaders
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
Introduction
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 KaratsioriCase 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 DiamondCase 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
Introduction
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 YañezCase study 3: Honesty and the power of open approaches that foster trust
Jessie Johnson and Frances KaluCase 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 MooreCase Study 5: Leading joint and combined honours programmes: Amplified complexity
Dawne Irving-Bell and Sue Morón-GarcíaCase 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
Introduction
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 ÁlvarezCase Study 7: A team-based retreat for programme development
Sarah MooreCase 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. MillettCase study 9: Leading successful programme transformation
Sharon Altena and Karen TheobaldCase 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
Biography
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.
