The key resource emanating from this project is the values based Institutional Leadership Paradigm or ILP. The project identified and endorsed key Indigenous values that should be present within an institution in order to facilitate transformative institutional leadership for Indigenous outcomes.
Resource Library
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.
Materials identified as good practice are indentified. Read more...
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56 resources found for ‘institution’.
Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video
The University of Sydney
2009
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
This 13-minute video is titled "Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes" by Dr Jeanette Baird, Australian Universities Quality Agency, and produced as part of the National Graduate Attributes Project (2007-08) which explores curriculum renewal strategies to achieve graduate attributes in Australian universities.
The video provides a quality assurance perspective on how universities (and higher education institutions, HEIs) implement Graduate Attributes. Dr Baird suggests there are two overall questions that HEIs should ask: "How do you know that graduates achieve the Graduate Attributes?" and "What improvements to students' learning outcomes have resulted from these Graduate Attributes?". Evidence is required to support HEIs' claims about Graduate Attributes.
Dr Baird then goes on to three specific areas: (1) alignment between Graduate Attributes and HEI's institutional objectives; (2) curriculum review and implementation through mapping and contextualisation; and (3) internationalisation. Other topics include (briefly): employer feedback; CEQ Generic Skills results as a proxy for Graduate Attribute achievement; curriculum mapping and the reflection required in relation to assessment; the challenges of internationalisation and Australian HEIs; consistency of the student experience across campus. Underlying this approach is the OADRI framework (Objectives, Approach, Deploy, Review and Improve).
This resource is particularly useful and relevant to those considering a whole of institution approach and deployment of Graduate Attributes implementation in the curriculum, as well as internal and external quality assurance. It is clearly presented and to the point. The video is easily accessible to most users, and plays within the web page and on most browsers.
Good practice for safeguarding student learning engagement in higher education institutions
Queensland University of Technology
2012
Auckland University of Technology (NZ), Charles Sturt University, Curtin University, Edith Cowan University, RMIT University, University of New England, University of South Australia
Establishing infrastructure and collaborative processes for cross-institutional benchmarking of student clinical performance in speech pathology
The University of Sydney
2011
James Cook University, La Trobe University, The University of Newcastle, The University of Queensland
An Institutional Leadership Paradigm: Transforming practices, structures and conditions in indigenous Higher Education
Batchelor Institute of Indigenous Tertiary Education
2008
ACU National
Lessons learnt: identifying synergies in distributed leadership projects
RMIT University
2012
Australian Catholic University, Macquarie University, University of Wollongong
Sustainable leadership of teaching and learning initiatives: lessons from the promoting excellence initiative
Deakin University
2012
The seven insights in this document,and the longer companion report,aim to provide guidance to support leaders in consolidating a systemic approach to improving the quality of learning and teaching within their institution and more broadly.
Murdoch University, Queensland University of Technology, Swinburne University of Technology
Heads of School leadership - effective relationships as the cornerstone for teaching and learning improvement
Charles Darwin University
2011
University of South Australia
Enriching student learning experience through international collaboration in remote laboratories
University of South Australia
2011
Blekinge Institute of Technology (Sweden), University of Porto (Portugal), University of Technology, Sydney
Spaces for knowledge generation: a framework for designing student learning environments for the future
La Trobe University
2011
Apple University Consortium (AUC), Charles Sturt University, Kneeler Design
A national soil science curriculum in response to the needs of students, academic staff, industry, and the wider community
The University of Sydney
2012
The University of Adelaide, The University of Melbourne, The University of Queensland, The University of Western Australia
New Media Resources for Indigenous Researcher Training
Batchelor Institute of Indigenous Tertiary Education
2011
This fellowship stimulates Indigenous research students and their supervisors to consider how new media forms of dissemination, such as image/sound, film, exhibition and digital media, may form culturally appropriate alternatives or adjuncts to the linear, written thesis form. The website explores concepts associated with alternative dissemination and provides resources, exemplars and more ideas.
Effective teaching and support of students from low socioeconomic backgrounds: resources for Australian higher education
Deakin University
2012
Charles Sturt University, Queensland University of Technology
Measuring student experience: relationships between teaching quality instruments (TQI) and course experience questionnaire (CEQ)
The University of Melbourne
2011
Results of course experience questionnaires (CEQ) provide Australian tertiary institutions with valuable information on perceptions of their courses. Institutions also survey their students at subject level. This study aimed to determine the degree to which responses recorded on subject level Teaching Quality Indicators (TQI) are related to the CEQ, and whether TQI responses anticipate subsequent CEQ responses. This study found that TQIs at different institutions are not designed in a consistent manner and that only a small portion of the CEQ responses could be predicted by these TQI. The research established that course characteristics such as: the level of the degree, the Faculty and Department in which the course was taken, the course description, the industry and duties of those who have found employment after completing their course, all strongly influence the CEQ.
Australian Council for Educational Research (ACER), Flinders University, Graduate Careers Australia, University of Tasmania, University of Wollongong
Strategic leadership for institutional teaching and learning centres: developing a model for the 21st century
Deakin University
2010
Macquarie, Monash, RMIT, UNE, UoN
Leading rich media implementation collaboratively: mobilising international, national and business expertise
University of New England
2011
This project provides frameworks for decision-making about the use of rich media technologies in learning, teaching, administration and research. The project website contains advice for professional development, information about rich media technologies, case studies, references and publications.
The University of Queensland, University of Wollongong
Architecture Learning and Teaching Academic Standards Statement
Australian Learning and Teaching Council Limited
2011
Academic standards covering programs of study for a Master of Architecture degree. These standards were developed as part of a demonstration project funded by the Australian Government in 2010-11 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline.
ISBN: 978-1-921856-28-0
Building and Construction Learning and Teaching Academic Standards Statement
Australian Learning and Teaching Council Limited
2011
The learning outcome statements developed describe the minimum or threshold learning outcomes that all graduates of an Australian bachelor award in building and construction are expected to have met or exceeded. These standards were developed as part of a demonstration project funded by the Australian Government in 2010-11 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline. The Building and Construction Academic Standards Statement covers the key themes of: knowledge, judgement, self-development, communication, innovation and engagement.
Learning and Teaching Guide: A handbook to support institutions in implementing programs for assisting the development of communication and life skills in veterinary students
Murdoch University
2009
Sydney, UQ
This 80-page handbook provides seven lesson plans, four assessment tools, fifteen supporting materials such as marking rubrics, and a bibliography to support training in communication for veterinary care. The handbook enables a lecturer to teach skills and insights into empathy – essentially emotional intelligence – for professional veterinary practice, with particular attention to the owner-pet bond.
Teaching a professional skills module for veterinary students? This handbook is meant for you. If you are trying to teach professional skills in any field, such as engineering, this handbook can reveal useful insights, though the examples provided will not be directly applicable.
The handbook’s lesson plans are presented succinctly. They include a one-paragraph review of the literature to justify the need for the lesson as well as a list of steps required to complete the activity. Detailed resources may be found at the back of the handbook. This format keeps the lesson plan to a single page, presenting it as an outline to help selection and stimulate thought.
The lesson plans are not provided with an estimate of how long each activity can take. Nor are there strategies for demonstrating to colleagues why one should include each lesson in the curriculum, though one can follow up with the project principals for these insights.
It will take some effort to integrate these communication activities into science-based subjects, for those who have insufficient ‘space’ in their professional skills modules, or who indeed have no such module. That said, the teaching strategies are well conceived, with lots of student group discussion and background theory to help the lecturer to understand, and relay to the students, key aspects of the nature of humans and their pets.
Those who are familiar with facilitating discussions will find adopting these materials to be easier than those who lack such experience. If you are not yet comfortable with facilitative teaching, then you might want to have a colleague who specialises in communication at your side during development and implementation of lessons (e.g., someone from psychology or doctor-patient communication training). Note that some exercises call for people to role-play clients; so check on resources needed before launching into an element of this curriculum. The bottom line – good stuff, but you may need a coach by your side (or on the phone).
Academic leadership development within the university sector by dissemination of a web-based 360° feedback process and related professional development workshops
University of South Australia
2011
The overall goal of this project was to develop the capacity of academic developers to build leadership capacity in their respective universities, in particular at the level of front-line staff, such as academic program directors, who often deal directly with students. This report describes the provision of leadership development opportunities for these groups during two workshops using the Integrated Competing Values Framework leadership model. As part of the action learning approach adopted, participants designed and implemented development programs for academics within their institutions. Recommendations for institutions and other resources form part of the report.
Curtin University of Technology
Institutional Leadership Project
The Australian National University
2008
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