Supporting Course and Programme Leaders in Higher Education
Practical Wisdom for Leaders, Educational Developers and Programme Leaders
- Available for pre-order. Item will ship after February 22, 2022
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.
Table of Contents
Part 1: Institutional Development of Programme Leadership and Programme Leaders: Understanding and Developing the Role
1. Out of the Shadows: Foregrounding Programme Leadership in Scotland
Martha Caddell, Sam Ellis, Christine Haddow, and Kimberly Wilder-Davis
Practitioner Response to Chapter One: Shining a light on Canadian Programme Leadership
Andrea S. Webb
2. Nailing Jelly to the Wall: Understanding and Defining Programme Leadership in a Large Institution
Rachel Forsyth and Stephen Powell
Practitioner Response to Chapter Two: Understanding and Defining Programme Leadership in a South African Context
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 to Chapter Three: Reviewing the program leadership strategy in an Australian university: Could it be adapted in the Greek context?
Case Study 1: Developing a Role Statement for Programme Leadership
Louise Maddock, Samantha Carruthers, Karen van Haeringen, Helen Massa and Christopher Love
4. It takes a village: A Collaborative and Comprehensive Approach to Designing a Cross-Institutional Development Programme for Programme Leaders
Practitioner Response to Chapter Four: Considering Co-Constructing a Programme Leadership Development Programme in a Research Intensive HEI
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 to Chapter Five: It’s a good start: Reflections through indigenous eyes on a holistic approach to supporting course and programme leadership
Case Study 2: The ‘Gardeners’ Calendar’: A Practical Workshop for Programme Leaders to Plan the Academic Yearly Cycle
Part 2: Individual programme leaders: the development of leadership through experience and collaboration
6. Programme Leaders as Educational and Academic Leaders: A question of influence - relationships, behaviour and commitment
Practitioner Response to Chapter Six: 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 to Chapter Seven: Social support for programme leaders: building an interdisciplinary community
Mayara da Mota Matos
8. Empowering Programme Leaders: Developing relational academic leadership
Practitioner Response to Chapter Eight: 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: 6 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
9. The collaborative programme leader: embedding meaningful collaboration into a programme culture
Practitioner Response to Chapter Nine: Using our disciplines to improve our leadership approaches
Lucia Piquero Alvarez
Case Study 7: A Team-Based Retreat for Programme Development
Case Study 8: Coordinating Programme Design Though ‘Assessment Therapy’
10. In pursuit of excellence: A collaborative and interdisciplinary framework for reconceptualizing programme leaders
Jacqueline Hamilton and Christopher Donaldson
Practitioner Response to Chapter Ten: 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: Building a programme roadmap: managing the management to focus on educational leadership
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.