The programme is designed for Programme Leaders, Course Directors, Senior Lecturers and Principal Lecturers.
“Leading Transformation in Learning and Teaching attracts a lot of people with responsibilities whose institutions have decided to change radically, and who want to support those changes. We also attract people who have been promoted, or are new, to being a course director and who want to find out more.”
Steve Outram, Director of the LTLT programme and HEA Associate
Module 1: 22 & 23 May 2019
Module 2: 20 June 2019
Module 3: 11 July 2019
“I learned a very great deal about investment by stakeholders, partnership with students, and the crucial importance of negotiation in relation to the curriculum, besides much else. This is the most exciting, and exacting, leadership course I have ever undertaken."
LTLT programme participant James Kelly, Senior Tutor at Queen’s College, Cambridge.
Leading Transformation in Learning and Teaching (LTLT) enables participants to enhance the skills, approaches and insights needed to lead course and programme teams through processes of transformation and innovation.
During the programme participants can:
- share experiences of academic leadership in the specific context of learning and teaching;
- consider the nature and forms of pedagogical transformation and innovation, and what makes it work;
- understand what makes for success in collaborative change processes;
- explore ways of motivating and inspiring academic colleagues;
- learn from current good practice in engaging students in curriculum development;
- carry out a 'transformation pilot initiative' in their own institutional setting, with support from other participants on the programme.
Module 1: Getting started
Module One begins with an exploration of academic leadership and the skills needed to lead learning and teaching.
Module 2: Getting going
Picking up the discussions, methods and techniques from the first module the group will develop the theme of ‘full-engagement. For those undertaking the full programme (all three modules plus action-learning), participants will be given the opportunity to start considering a work-based transformational initiative of their own to be carried out over subsequent months.
Module 3: Going forward
This module focuses primarily on supporting the progress and impact of the Transformation Pilots.
Action Learning Set
“Action Learning is a continuous process of learning and reflection that happens with the support of a group or ‘set’ of colleagues working with real problems with the aim of getting things done.”
Ian McGill and Liz Beaty, Action Learning: a guide, 2001
|Benefits to participants||Benefits to institution|
|Increasing your practical and critical understanding of academic leadership and collaborative change in the context of learning and teaching||An opportunity to support and guide your staff at times of radical transformation and change|
|Giving you the confidence to engage with, influence and motivate colleagues with the intention of contributing towards new course development and delivery||Support staff recently promoted to course director positions|
|Encouraging you, together with other members of your team, to be more aware of your own strengths||Split into three modules held over the course of three months, so as to complement employer timetable and resources|
|The opportunity to enhance your continuing professional development||Investment in the continuing professional development of your staff|
Who is delivering the programme?
The programme is delivered by senior academic colleagues in the sector who have experienced the challenges of leading transformation in learning and teaching.
Doug Parkin, Programme Director
An accomplished teacher, facilitator, coach and conference speaker, Doug has achievements across a wide range of leadership, educational and organisational development projects.