This project provides a university-specific option for systematically and proactively addressing the leadership succession crisis faced by Australian and international universities. It shows how the active, situated, experiential, 'just-in-time' and 'just-for-me' approaches to learning, development and support (known to optimise university student engagement and retention), can be applied to the selection and support if its leaders. The Online Leadership Learning System (OLLS) allows access to practical strategies which experienced leaders in different roles have found helped them to perform effectively.
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
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23 resources found.
Turnaround Leadership for Sustainability in Higher Education
Production of a prototype online leadership learning tool and system for Australia’s universities
Supporting student transition to a futures-orientated professional identity
createED Strengthening learning and teaching leadership in the creative arts
Curriculum Development and Assessment of Methods to Enhance Communication and Life Skills in Veterinary Students
This website provides information, links, and resources about how to teach communication and professional skills to veterinary students. The web pages offer a description of the ALTC project, the opportunity to download outputs such as a workbook, and contact information for key individuals who were involved in the project.
If you are teaching veterinary students, either as a core lecturer or someone contributing to a module on professional skills, the resources provided will be helpful. The core team, who are from three universities, make a compelling case for the value of this material to veterinary students.
It is evident that the authors have engaged someone in developing these materials who has a strong understanding of human communication and how to cultivate empathy with a client. The case studies, scenarios, role plays, and suggested discussion topics – offered in the downloadable workbook – have the ring of truth to them. Background discussion from the project report (and, to some extent, the workbook) cites relevant literature on practitioner-client communication. Also, evidence is provided documenting the impact of these learning activities on students.
If you are not teaching veterinary students and you are a lateral thinker, you could adapt the materials presented here for another discipline. I was considering how useful some of the insights provided would be for students in engineering, for example.
In initially using these materials, it would be handy to have a communication specialist looking over your shoulder. No matter how comprehensive the explanation of learning activities is, you may not ‘hit the mark’ unless you are already familiar with the style of teaching that is required and be comfortable with the issues that may arise in the guided discussions.
Note that not everything on the website will prove to be useful. The collection of materials, from workbook to conference posters, seems extensive, but it is also eclectic - a bit of a grab bag. Head straight for the Handbook for useful information. Turn to the Project Report for more in depth information on how the materials faired in tests with students.
Enhancing Communication and Life Skills in Veterinary Students: Curriculum Development and Assessment of Methods
This 25-page report details how the project team developed communication skills resources for those who teach professional skills modules for veterinary students. If you are teaching veterinary students, either as a core lecturer or someone contributing to a module on professional skills, the Workbook that this team produced will be of the most help, and this report can give you additional confidence in using it. The core team, who are from three universities, make a compelling case in this report for the value of the material to veterinary students. It is evident that the authors have engaged someone who has a strong understanding of human communication and how to cultivate empathy with a client. There is discussion of the theory of emotional intelligence and similar factors that one must understand to address deficits in student training that the report identifies in the literature and in surveys of students. It is interesting to read about what their surveys found to be challenging in client consultations by male students but not as challenging by female students, and vice versa. Evidence is provided documenting the impact of the learning activities developed in this project on students, and that should provide you with confidence and rationale for employing these materials, as alluded to above. If you are not teaching veterinary students, and you are a lateral thinker, you could read into the efforts documented here how to create materials for your own discipline. I was considering how useful some of the insights provided could be in creating teaching strategies to use with students in engineering, for example. If you would like to understand the study results in depth, it would be handy to have a communication specialist to consult. Note that not everything in this report will prove to be useful. There is a collection of research outcomes and theoretical justifications that could be handy as background information, but they are not essential for employing the actual teaching materials, which are in the Workbook.
‘Just-in-time; just-for-me’ narrative support for unit coordinators
Teaching and Learning: The Role Played by Academic Boards
Social, communicative and interpersonal leadership in the context of peer review
Leading Excellence – application of the Engaging Leadership Framework (ELF) to new higher education sites and contexts
The Engaging Leadership Framework tool and artefacts were developed to support the effective leadership of change and to build leadership capacity in institutions. The report notes that the framework’s value was particularly evident when leadership projects were linked to active learning and the authentic issues of the participants. Artefacts include workshop activities, site case studies, journal notes and reflections, planning and evaluation templates, and ELF game prototypes.
Leadership for implementing improvements in the learning and teaching quality cycle
Leading for effective partnering in clinical contexts
Leadership in Indigenous research capacity building
Implementing and embedding an Indigenous research methodologies master class module
Changing the culture of teaching and learning in ICT and engineering: facilitating research professors to be teaching and learning leaders
Tiddas Showin' Up, Talkin' Up and Puttin' Up: Indigenous Women and Educational Leadership
Leadership for Future Generations: A National Network for University Languages
Academic leadership for succession: research and implementation across the arts, social sciences and humanities in Australia
Undergraduate leadership development – leadership literature review notes
Undergraduate leadership development – programs and models
Embedding and sustaining leadership development for course coordinators through tailored support during curriculum review
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