Development of Academics Oct 07 Geoff Scott Slides

Development of academics & higher education futures forum Oct 07The development of academics to meet the challenges of tomorrowGood ideas with no ideas on how to implement them are wasted ideas: 

Development of academics & higher education futures forum Oct 07 The development of academics to meet the challenges of tomorrow Good ideas with no ideas on how to implement them are wasted ideas Geoff Scott PVC Quality, UWS

Purpose & Focus: 

Purpose & Focus - Set a context for your deliberations Key points Effective implementation of desired change is now the focus It the combination of the ‘what’ and the ‘how’ that makes the difference ‘Change is learning’ ‘Do unto others’ (Matthew 7:120)

Sources : 

Sources CEQuery – analysis of 280,000 CEQ comments in 14 universities Carrick L&T leadership research 2 decades’ work with L&T change in universities in Sweden, Finland, RSA, Cambodia, Canada, NZ and in Australia Earlier work on L&T change in schools and TAFE in Australia, Canada, UK and Spain

Our context The change forces bearing down on higher education: 

Our context The change forces bearing down on higher education Broader Global economy New world players Global warming Population change The CIT revolution Cheaper travel Security Specific to HE Opening up of access Decreased govt $/head New sources of income Growing competition User pays Student as ‘consumer’ New expectations Gen X IT- enabled learning Closer external scrutiny

Implications: 

Implications These forces interact – feed into & off each other They create dilemmas: e.g. mission vs market; university vs training agency etc The focus now is not just on gaining but retaining students – morally and financially This requires us to focus on: not only ‘what’ will retain our students and engage them in productive learning in different contexts & FOEs but also ‘how’ to ensure that these ‘good ideas’ are taken up & practiced – consistently and well

The ‘What’ of effective change in Learning & Teaching: 

The ‘What’ of effective change in Learning & Teaching Source: CEQuery & Parallel Research on engagement & retention in Universities This applies equally to staff and students The total experience counts Learning is a profoundly social experience Teaching & information are not learning One size does not fit all Assessment is a key focus for students RATED CLASS A

The “How’ – Making desired L&T changes work: 

The “How’ – Making desired L&T changes work - Change is different from progress - Change evaluation in L&T = making judgements of quality 1. The idea 2. Resourcing 3. Implementation 4. Impact Levels 1 & 2 are inputs Levels 3 & 4 are outcomes

Engaging staff with Change: Some challenges from within: 

Engaging staff with Change: Some challenges from within L&T Leaders analogies Herding cats/juggling Gardener/conductor Sibling in a troubled family Labor in a safe Liberal seat Small fish in a cloudy pond Meat in the sandwich Wading in bureaucracy Ferrari with no fuel Driving a nail into a wall of blancmange Groundhog day/Escher ‘No room to lead’ Meetings & travel Ready aim,aim, aim Bureaucratic ‘mud’ Why don’t you, not why don’t we Being out of the loop The Xmas Tree institution Passive resistance The consensus and independence cards

Key lessons on the effective implementation of L&T changes: 

Key lessons on the effective implementation of L&T changes Evidence-based priorities must be set Change is learning the ‘gaps’ Motivators to engage are the same as for students relevant, clear, feasible, active, just-in-time, easy It is the total context that helps or hinders engagement Academic and Support ‘Why don’t we’ not ‘why don’t you’ Team-based, learn by doing Proven solutions in the same context Accept that ‘we rise to great heights by a winding staircase’ Change doesn’t just happen – it must be led

The Effective L&T Leader (of change): 

The Effective L&T Leader (of change) L&T leader as ‘facilitator’ of staff learning L&T leader as ‘culture converter’ and model The capabilities that count match those of the most highly rated teachers of adults A particular combination of EI, CI along with management/L&T knowledge and skills Emotional Intelligence (EI) is particularly important across all of the roles studied (DVC to HOP) L&T leaders are most challenged when things go wrong or when faced by passive resistance Effective L&T leaders are ‘networked’

L&T Leaders tips on handling key change challenges: 

L&T Leaders tips on handling key change challenges Listen, link then lead Listen to ‘resistors’ Talk to individuals before a public meeting Be accessible but within clear parameters Email to confirm each discussion Tell all staff what really counts Understand what motivates different staff – intrinsic & extrinsic/ snr & line staff ‘Read’ and ‘Match’ Clear expectations and indicators of success upfront Recognise that ‘culture counts’ – practice what you preach to shift this as per top capability items Use teams to test, refine and the scale up changes Link up & use the experience of ‘fellow travellers’ Become deft at calling and running ‘meetings’ Build a reciprocal network of those doing the same job

Effectiveness of Different L&T Leadership learning strategies The Carrick Project results: 

Effectiveness of Different L&T Leadership learning strategies The Carrick Project results In rank order Learning on the job Ad hoc conversations with those in similar roles Peer networks within the university Informal mentoring Study of ‘real life’ workplace problems Peer networks beyond the university 7. Self-guided reading HE leadership seminars 9. Attending L&T conferences 10. Completing a relevant qualification 11. Site visits 12. Formal university leadership programs 13. Involvement in professional leadership groups 14. Annual performance reviews 15. Use of 360 degree feedback 16. Custom-tailored programs 17. Externally provided leadership programs 18. Formal mentoring programs 19. Work-placements or exchanges 20. Leadership info from the net

Implications for Academic Development: 

Implications for Academic Development Model with staff what we want them to practice with their students – help them to ‘learn by doing’ Watch the myths – e.g. information is learning, change is an event not a learning process Focus not only on the ‘what’ but the ‘how’ Include the key tips from the Carrick L&T leaders Use a range of flexible, just-in-time just for me learning methods. For example: - SFU results with tips from ‘fellow travellers’ - CEQuery comments on the particular course Set up a HOPNet Focus on all four levels of quality evaluation Be evidence-based Push hard for the revision of staff selection and promotion procedures using Carrick data

What next?: 

What next? One key thing you will do One key thing your university do