professor lorraine stefani university of auckland building leadership capacity and capability...
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Professor Lorraine StefaniUniversity of Auckland
Building Leadership Capacity and Capability through Learning and Teaching Development Initiatives
Key themes
• Building leadership capacity in Higher Education
• Using learning and teaching development as a vehicle for capacity and capability building
• Finding a narrative for leadership in HE
Defining Leadership in HE?
• A capacity to support and develop leaders capable of handling complexity; engaging people in vision; partnering effectively and leading through change
• Essence of good leadership – relationship building qualities of engagement, personal resilience and ethical consistency
• Modeling and promoting a leadership environment and culture
“As we look to the future leaders will be those who empower others” Bill Gates
The Leadership Challenge for Higher Education
• Effective strategic leadership
• Flexibility, creativity and change-capability
• Fiscal and people resources
• Responding to competing tensions and remaining relevant
• Maintaining academic quality
“Anyone can hold the helm when the sea is calm” Publilius Syrus
Shifting Purpose, Shifting Paradigms
• Increased connectivity through new and emerging technologies
• Students engaging differently with the university and with their learning
• Re-think the business models for colleges and universities (MOOC)?
• Shifting conceptions of leadership
Globally Connected
Connectivity and Connectedness
• What does it mean for the future direction of a university education?
• What is the relationship between connectivity and meaningful engagement?
• Are we experiencing a step in the evolution of education or are we a step behind a learning revolution that is underway
Image credit www.opte.org
Are you connected?
Transforming our conceptions of the curriculum
How might the curriculum be re-imagined to gain
leverage from the means and media through
which our students currently learn, socialise,
connect and engage with the world?
Peter DruckerWe now accept the fact that learning is a lifelong process of keeping abreast of change. The most pressing task is to teach people how to learn
Image credit www.brandautopsy.com
Engaging students in learning
To create the conditions for student engagement in learning in the 21st century university:Be confident about your own vast knowledge and understanding Design your curriculum to maximise authentic learning experiences Have the courage to go with the flow with “just-in-time” teaching/facilitation of learningMake use of students ways of interacting and using social media to support their learningCreate the conditions for learning to flourish
“Education is the mother of leadership”Wendell Willkie
Multiple Interventions at Multiple Levels – Building a Quality Teaching Culture
• Institution-wide commitment to excellence in L&T
• Robust, high level committees engaging faculty from across the institution
• Promotion criteria – expectation of a Teaching Portfolio
• Teaching Excellence Awards – local and national
• Teaching Innovation Grants
• VCUDF – special project funding
• Student involvement in all committees
• Targetted leadership programmes
Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of contradiction so that both are simultaneously teachers and students
The Strategic Role of Academic Development Centres
• Advising on strategy and policy development,
• Leading implementation strategies and organisational practice
• Leadership in learning and teaching practice, development, scholarship
• Curriculum reform
• Institutional change agent playing an organisational development role
“The role of the leader is to develop more leaders” Ralph Nader
The Development Role of AD Centres
To support staff in:
• Enhancing academic skills, building capability in the areas of teaching and learning
• Understanding academic citizenship and their role as leaders
• Curriculum design and (re)development
• Using technologies effectively in teaching and learning
• Evaluating learning and teaching effectiveness
Scaffolding of Initiatives and Interventions
• Introduction to Learning and Teaching (mandatory)
• Leadership in Teaching Programme
• Postgraduate Certificate in Academic Practice (not mandatory)
• Faculty Fellowships
• Doctoral Skills Programme
• Doctoral Academic Careers Module
Centre for Learning and Research
• www.clear.auckland.ac.nz
• Academix Magazine and Blog
• A Stairway to Academic Leadership (13) Semester 2 2014
Eight Principles of Good Practice in Undergraduate Education
• Relinquish authority• Recast students as teachers, researchers and
producers of knowledge• Promote collaborative relationships• Cultivate multiple intelligences• Foster critical creativity• Encourage resilience in the face of change• Craft assignments that look forwards and backwards• Remember your role as a role model
The Teaching Portfolio
• A statement of teaching philosophy• A report on depth and breadth of teaching – level,
class size etc• Framework for curriculum design• Leadership in teaching• Scholarship of teaching and learning• Teaching evaluations and actions taken to address
student feedback• Engagement in academic development
Teaching Excellence Awards
• Sustained excellence in teaching
• Innovation in teaching
• Excellence in postgraduate supervision
• Early career academic award for excellence in teaching
• Local, institutional, national awards
Growing Culture of Leadership at UoA
• Senior Leadership Team
• Future Leaders Programme
• HoD’s Retreat
• Women in Leadership Programme
• Heads-Up Strategic Project Initiative
• Research Leadership Programmes
A Way of Framing “Leadership”
• The Leadership Challenge
• Authentic Leadership
• Intellectual Leadership
• Turnaround Leadership for HE
• Servant Leadership
“Leadership and learning are indispensable to each other” (JFK)
Model the Way
• Awareness of self as a leader and a role model
• Engagement; commitment; respect and dignity for all regardless of status; influence and advocacy
• Engaging in institutional democratic processes
“The key to successful leadership is influence, not authority.” K.H.Blanchard
Inspire a Shared Vision
• Collaborative effort within teams, alignment with organizational goals, democratic process
• Freedom of engagement, dialogue, different voices
• Engender a spirit of ownership for any vision especially if the vision is being handed down from on high
“Leadership is the capacity to translate vision into reality” (Warren Bennis)
Challenge the Process
• Leadership in HE not about maintaining the status quo
• Innovation, experimentation, research-led approach to change
• Scholarship expected
• Enhancing organizational performance
“Leadership is the willingness to put oneself at risk” (Maxwell, J.C.)
Enable Others to Act
• Create a climate of trust, lift people up
• Be generous with leadership roles, build capacity and capability
• Mentoring and coaching
• Transparency in career progression, and reward processes
“A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves”
(Lao Tzu)
Encourage the Heart
• Recognize achievement, reward high performance, show generosity of spirit
• Live your values, be a role model for values based leadership
• Show the best, encourage the best
• Engage, lift, enthuse, inspire
“The people who are lifting the world onward and upward are those who encourage more than they criticize”
(Elizabeth Harrison)
Conscious Leading and Leadership in HE
• Deeper understanding of conceptions and understandings of lead, leader, leadership in HE
• Understanding leadership as a conscious, active process
• Distributing leadership but providing support for development of leaders and leadership
• Understanding the starting point for development
• Remembering our role as role models
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“When you become a leader, success is all about growing others”. (Jack Welch)