fieldwork coordinator as academic leader
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Fieldwork Coordinator as Academic Leader. Developing Fieldwork Coordinator Leadership Capability. We acknowledge the Traditional Owners of this Land, the Wajuk Nyungar people, and pay respect to the Elders of their community. - PowerPoint PPT PresentationTRANSCRIPT
Fieldwork Coordinator as Academic Leader
Developing Fieldwork Coordinator Leadership Capability
We acknowledge the Traditional Owners of this Land, the Wajuk Nyungar people, and pay respect to the Elders of their community
DVC (Education) Welcome
On behalf of Curtin I would like to welcome you to the Academic Leadership for Fieldwork Coordinators Program and thank you for the significant commitment you are making to improve the quality of teaching and learning through fieldwork and improving graduate employability within our courses.
The Team
Program Overview
Learning outcomes and plan
On successful completion participants will:• Understand the role of the fieldwork
coordinator as an academic leader• Understand the concept of academic
leadership in the context of fieldwork education
• Recognise the importance of building the scholarship of teaching and learning in fieldwork education
Group Demographics
• 50 % are UG coordinators, 19% PG, and 43% both UG and PG
• Most of you are in health (50%), 28% society and culture, 14% in education and the rest are in architecture, information technology and management and commerce
• 44% have been FCs for < 1 yr, 19 % for 1-3yrs, 19% 4-6 yrs, and 19% 10+ yrs (120yrs+!!)
• 47% spend 10-20% of your time on FC, 27% spend ≥80% and 14% spend 40-50% of time on FC
Pre-Participant Survey - Leadership
Prior knowledge of leadership theory
Studied leadership
View AL as different from leadership
Committed to taking action to improve leadership
0 10 20 30 40 50 60 70 80 90 100
NoYes
What You Want From the Program
• More awareness of own skills/gaps and formulating a plan to improve• Understanding what is involved in FW for large nos students• See/ hear how others apply WIL• Skills to provide a better fieldwork learning experience for students• Assistance in managing students to ease workload• Networking, ideas for creatively engaging fieldwork partners, innovation
in fieldwork, leadership ideas• Clearer understanding of Curtin’s philosophy, political stance and
processes relating to industry partners• Dealing with partners who have a particular approach and are unwilling
to align with Curtin's processes, academic regulations and stds• How to manage time & people and translate vision into reality/action• Learn to negotiate effectively
• Introduce yourself to two other people (at least one with different coloured sticker)
• Review cards and discuss the relationship with your own leadership style
• Discuss one aspect that is great and one that ‘grates’ about your role
Discussion
Great!• People• Variety • Successes (students and
industry partners)• Setting up a new partnership• When it all works out!• Value to students—being
part of that• Proactive positive students
Grate!• People• Poor performance (students and
industry partners)• Paperwork/administration• Inflexibility from partners• Managing industry expectations• Students lack of appreciation• Tension in finding common
ground• Student negative behaviour
effecting partnerships
Why Leadership in Fieldwork?
• CEQ – GSS (DEEWR compacts); GDS• Growing competition• Graduate employability• AUQA recommendation – WIL opportunities equitable• Opening up of access → diversified student body• Changes in funding (esp Health; base funding review)• Pressure to generate new sources of income• Rapid growth in HE export market• Challenge of maintaining standards with changing nature of
the student cohort• Students seeing themselves as consumers• Changing characteristics of a new generation of students
(GenY/Z)
• Leadership succession crisis
• Focus on effective change mgt and implementation
• Excellent leadership needed at all levels to remain competitive
• Fieldwork Coordinators (FC) not represented
FC Survey Results
Demographic Information• Majority of respondents were women (58.5%)• From education and health sciences• Curtin University (63%), CSU (37%)• Most respondents had ≤ 3 years of FC experience
(Curtin 47%, CSU 59%)• Some had >10 yrs (Curtin 26.5%, CSU 27.3%)
10-20 20-30 30-40 40-50 50-60 60-70 70-800
5
10
15
20
25
30
35
40
45
50
CurtinCharles Sturt
% time
%
Time on Fieldwork
Focus of Fieldwork
Undergrad Postgrad UG&PG0
10
20
30
40
50
60
70
CurtinCharles Sturt
Focus
%
Capabilities and Competencies Identified by FCs
1. Interpersonal capabilities (empathising and influencing)
2. Cognitive capabilities (flexibility, responsiveness, strategy, diagnosis)
3. Personal capabilities (commitment, decisiveness, self-regulation)
4. Skills and knowledge (self-organisational skills, university operations, T&L)
Fieldwork Coordinators
• Dedicated staff • Enjoy helping and seeing students develop
and grow• Enjoy implementing effective fieldwork
programs• Liaising with industry – Building partnerships, keeping up with current
practice
Challenges
• Competition for placements and no. of placements required
• Slow admin processes, bureaucracy
• Lack of recognition, reward and institutional support
• Lack of time!!!• Workload—life/work
balance• Managing partnerships• Managing poor
performance (students/ staff)
• Managing student diversity and incivility
Development Priorities
• Time management• Leadership development• Networking• Assessment and moderation• Scholarship of teaching and learning
The road to masteryFrom novice to expert…
1. Novice Learn facts and rules
2. Advanced beginnerApply the rules and Discover certain basic patterns
3. Competence Develop your own rules-of-thumb and Engage in calculated risks
4. Proficiency Calculation and analysis disappear – you unconsciously
“read” the situation5. Expertise
Adapt to constant change, and Intuitively acts upon different situations appropriately
Chapter 10: Integration and the road to mastery.Quinn et al. (2007). Becoming a master manager. A competing values approach. NJ: John Wiley & Sons, Inc.
What you… Know
Know you Don’t KnowDon’t Know you Don’t Know
Backward Reasoning …
..…. Forw
ard Reasoning
1. My Ideal Self: Who do I want to be as a FC?2. My Real Self: Who am I now as a FC?
3. My Learning Agenda4. Experimenting w New Behaviours5. Developing Trusting Relationships
My Strengths My Gaps
Boyatzis’s 5 Discoveries (Goleman, Boyatzis, McKee, 2002)
Coaching
Information fro
m
360 degree assessm
ent
Leadership Capability Framework Scott et al (2003)
Capability
Competency
Personal Inter-Personal Cognitive
Generic Rolespecific
Capabilities that count!
Leadership Capability Scales & Items
Personal• Commitment to FW excellence; achieve best
outcome• Self regulation (considered decisions, knowing
self, life/work balance, calm under pressure)• Decisiveness (take hard decisions, tolerate
ambiguity, values/ethical)• Commitment (energy & passion, perseverance)
Leadership Capability Scales & Items
Personal• Commitment to T&L excellence;
achieve best outcome• Self regulation (considered
decisions, knowing self, work/life balance, calm under pressure)
• Decisiveness (take hard decisions, tolerate ambiguity, values/ethical)
• Commitment (energy & passion, perseverance)
Interpersonal• Influencing (peers, FW partners
& up; motivating; networking; feedback)
• Empathising & working productively (transparent & honest, cultural competence)
• Develop & contribute to teams• Motivating others• Giving/receiving feedback
constructively
Leadership Capability Scales & Items
Cognitive• Diagnosis (underlying causes,
recognising patterns, identify core issue from mass of information)
• Strategy (see & act on opportunities, creative, best way to respond, priorities)
• Flexibility & responsiveness (adjusting, sense of learning, no fixed answers)
Leadership Capability Scales & Items
Cognitive• Diagnosis (underlying causes,
recognising patterns, identify core issue from mass of information)
• Strategy (see & act on opportunities, creative, best way to respond, priorities)
• Flexibility & responsiveness (adjusting, sense of learning, no fixed answers)
Generic and Role-specific Competency• Learning & teaching (fieldwork
pedagogy)• FW curriculum and assessment
design• Evaluation• Dissemination of good practice• University operations• Self-organisation skills
Integrated Competing Values Framework (ICVF)
A leadership model that is designed to build your capabilities at an academic level now and in the future
The ICVF conceptualises academic leadership as:• Having competing demands (paradoxical)• Requiring behavioral and cognitive complexity• Involving critical observation• Involving reflection and learning
Review ICVF
In groups of 5• Using the ICVF model - write some words or
phrases a fieldwork coordinator would use when in each role
Role Managerial application*
Fieldwork Coordinators application
Innovator Creative Encourages, envisions and facilitates change
Sees need for new placement models/ delivery approachesDevelops new T&L approach
Role Managerial application*
Fieldwork Coordinators application
Innovator Creative Encourages, envisions and facilitates change
Sees need for new placement models/ delivery approachesDevelops new T&L approach
Broker Develops, scans and maintains networks Acquires needed resources
Maintains necessary networks within and outside of the University Secures necessary teaching resources in the community
Role Managerial application*
Fieldwork Coordinators application
Innovator Creative Encourages, envisions and facilitates change
Sees need for new placement models/ delivery approachesDevelops new T&L approach
Broker Develops, scans and maintains networks Acquires needed resources
Maintains necessary networks within and outside of the University Secures necessary teaching resources in the community
Deliverer Work focused Motivates behaviour Sets goals Clarifies roles Does scheduling, coordination and problem-solving
Ensures work placements designed & delivered Motivates supervisory staff Sets clear and achievable T&L goals for FW stakeholders Communicates and clarifies goals with FW staff Schedules and coordinates FW placements and solves teaching issues
Role Managerial application*
Fieldwork Coordinators application
Monitor Sees rules and standards are met Collects and distributes information Checks on performance
Regularly collects and distributes information on supervisor and agency performance Monitors supervisors’ teaching performance Keeps accurate agency records, contracts, etc…
Role Managerial application*
Fieldwork Coordinators application
Monitor Sees rules and standards are met Collects and distributes information Checks on performance
Regularly collects and distributes information on supervisor and agency performance Monitors supervisors’ teaching performance Keeps accurate agency records, contracts, etc…
Developer Aware of individual needs and facilitates development Develops teams
Develops fieldwork staff Participates in mentoring and peer coaching sessions as a mentor and coach Aware of strengths and weaknesses of supervisory team Develops and maintains FW staff and supervisors Arranges for appropriate development strategies for FW partners and students
Scholarship of T&L
• Evidence based approach to FW– Design, implementation, evaluation, processes and
outcomes• Improve recognition of FW coordinators• Evaluation of interventions, dissemination of
findings• Mechanism to demonstrate– Scope of influence and responsibility, levels of
performance, outputs, quality and impact of work, reputation and recognition
How Will This Process Benefit You?
Use it:• For academic promotion• At your performance management meeting• To develop your academic leadership
capability• Progress an action related to improving your
fieldwork program
Program Overview
• FC as academic leader• Delivering an effective FW
program• Role of quality in FW
programs • Developing FW Partners for
student learning• Creating and sustaining FW
partnerships• Innovation in FW and
managing change• Personal leadership
capabilities and their development
• Theoretical framework• Experiential learning– case/problem-based
• “Toolkit”• 360° feedback ICVF• Peer coaching/self-
reflection/ journaling• Online resources (refer to
file)