Post on 30-Dec-2015
description
A Model for Academic EngagementCross Team Working to Enhance the Student Learning Experience
Jason Boulter
LJMU
Working With Academics
Who Do You Work With?
Why Do We Want To?
• A group of Programme Managers but specifically with no
management responsibility
• Disparate individuals in terms of experience, skills, motivation
• Sense that senior management wanted us to tell them what to
do – “Fix” the problem for them
• Individual DNA’s completed to determine focus of programme
• Focus on the Programme Managers working as a team and
taking control of their roles
Example One – Where They Were
Example One – What We Did
• Built up confidence of the team
• Encouraged them to focus on what they can do, not what they
can’t
• Took control of the role and look after each other
• Created Programme Managers forum
• One to one support ongoing
• Some have changed roles
Example One – What’s Happened
Example Two – Where They Were
• Wanted to build up student identity
• Wanted to improve student experience
• Wanted to address NSS results
• Lots of good things done already but needing focus
• All issues tied into design of the programmes
Example Two – Where They Were
• Stage One – Programme Leader focus group
• Stage Two – Peer focus group
• Stage Three – Student focus groups
Example Two – What We Did
• Stage One – Programme Leaders focus group
• Ideas
• Requirements
• Ambitions
• Motivation
• Commitment
Example Two – What We Did
• Stage Two: Peer group
Example Two – What We Did
• Stage Three: Student focus groups
• Likes / dislikes
• Want more / less of
• Delivery options
• Faculty based Skills Support Officers
Example Two – What We Did
• Student focus groups currently taking place
• Findings from all three stages to be presented to the
wider programme teams,
• Commence the rewriting of programmes
• Continued involvement and coordination
Example Two – What’s Happened
• Additional Faculty wanting combination of
both approaches
Next Up – Example Three
• Brought together our own team
• Encouraged the view of ourselves as ‘there to
help’
• Focused more on facilitating & developing
What We’ve Gained
Cautionary Tales