Quality unit co-ordination: achieving excellence with sessional academic leaders
DOI:
https://doi.org/10.47408/jldhe.vi36.1298Keywords:
higher education leadership, professional learning, action learning, sessional staff, reflective practiceAbstract
This paper presents an action learning project demonstrating how a structured professional learning (PL) programme transformed the capabilities of sessional academic staff, enabling them to transition into unit coordinator (UC) roles. By equipping these staff with the leadership skills necessary to manage digital learning environments effectively, the study explicates a model that enhances student engagement and institutional teaching quality. The aim was to develop a consistent approach to the design and delivery of the PL programme that would position sessional teaching staff to move into UC roles. The work of these UCs is critical in ensuring quality experiences for students who learn in primarily digital-based learning environments. Approaches to professional development that focus on fostering transformational change (Lamm et al., 2021) were taken rather than the transactional information-giving that characterises some PL. Key to the approach was the application of an action learning cycle and scaffolding frameworks and tools. The underpinning critical reflection elicited deep participant input and perspectives that created a fruitful social constructivist learning environment (Chuang, 2021). The paper demonstrates how transformational learning was achieved for the participant group and focuses on explaining their learning journey through the systematic application of Brookfield’s reflective lenses (2017) as well as other key scaffolds. This report provides guidance for a capacity-building model that will inform those in higher educational leadership seeking to develop staff into first-level leadership roles.
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