Academic Leadership for Course Coordinators Program
A Guide to
Coordination and Facilitation
http://academicleadership.curtin.edu.au/course_coordinator
1
Academic Leadership for Course Coordinators Program
Support for this project has been provided by the Australian Learning and Teaching Council, an
initiative of the Australian Government Department of Education, Employment and Workplace
Relations. The views expressed in this report do not necessarily reflect the views of the
Australian Learning and Teaching Council Ltd.
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2009
ISBN 174067 596 9
Project Website www.academicleadership.curtin.edu.au/course_coordinator
Academic Leadership for Course Coordinators Program
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Acknowledgements
The Project Team would like to thank the participants of the first and second pilot of the Program
for their interest, enthusiasm and contribution. Their generous feedback and patience whilst
the Program was trialed has ensured its success. We would also like to acknowledge the
contribution of all academic staff at Curtin University of Technology who provided feedback on
the developmental needs of staff in the Course Coordinator role. Thanks also go to Professor
Bruce Shortland-Jones for his assistance with the initial conceptualisation of the project.
The hard work and support of Inna Geoghegan, Helen Walpole, Naomi Prisgrove and Dic
Liew from Curtin is greatly appreciated in assisting with the production of the Program
Resources. Helen Walpole provided particular assistance with the technical requirements for
the online component of the Program in this guide. Jane Sneesby has provided specialised
support through her analysis of the evaluative data from both pilots. Sue Bolton, as the first
Project Manager, was invaluable in establishing the project’s systems and made a substantial
contribution prior to her unexpected death in 2006.
The Project’s success has also been aided by the hard work of the Curriculum 2010 team within
the Office of Teaching and Learning. Their work with academics, through the Comprehensive
Course Review process occurring during and after the pilot, assisted by raising the awareness
of the leadership role of Course Coordinators in determining course quality.
The project team is also indebted to Professor Tricia Vilkinas and her team at the University
of South Australia for their collaboration on this project resulting from their ALTC project, “The
development of a web based 360° feedback process for utilisation by Australian universities to
develop academic leadership capability in academic coordinators.”
Thanks also are extended to the senior management of Curtin University of Technology for
generously supporting and endorsing the project.
Resource Authors
Helen Flavell, Sue Jones, Richard Ladyshewsky and Beverley Oliver
Project Team Members
Ms Sue Jones (Project Leader) Curtin University of Technology
Prof Beverley Oliver Curtin University of Technology
A/Prof Richard Ladyshewsky Curtin University of Technology
Dr Helen Flavell (Project Manager) Curtin University of Technology
Academic Leadership for Course Coordinators Program
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Leading Courses: Academic Leadership for Course Coordinators
Project Overview
Aims
The aim of the project was to develop and trial an experiential academic leadership program
designed to enhance the leadership skills of Course Coordinators (those academic staff
responsible for a course or program of study leading to a degree award) to enable them to
ultimately improve the students’ experience of learning.
Local Project Outcomes (Curtin University of Technology)
Project outcomes have been achieved at both the local and national level. Local project
outcomes include:
• Two cohorts of CCs have completed the Academic Leadership for Course Coordinators
Program (ALCCP) (in total, 55 academic staff);
• There is strong senior management endorsement for the ALCCP;
• Endorsement of a Course Coordinator Role Statement by the University;
• Embedding of the ALCCP as part of the University’s annual suite of leadership
development opportunities for academic staff in partnership with the Organisational
Development Unit (ODU) (face-to-face mode);
• The ALCCP (both delivery and content) has informed other leadership development
programs at Curtin (for example, the Heads of School Leadership Development
Program);
• Rewarding staff for their completion of the ALCCP through Curtin’s Teaching Performance
Index (TPI);
• Links with promotion and performance review and workload systems within the
University;
• An emergent Course Coordinator’s (CCs) Community of Practice (CoP);
• Overall, an increased profile and valuing of CCs within the University; and
• Planned trial of the ALCCP in fully online delivery for regional and remote CCs in 2009.
National Project Outcomes
Project outcomes at the national level include:
• Linkages with other ALTC projects including:
• LE8-805 The University of South Australia: Development of Academic Leadership
within the university sector through the dissemination of a web-based 360° feedback
process and related professional development workshop (Richard Ladyshewsky is a
Project Leader);
• LE8-824 Murdoch University: Clarifying, developing and valuing the role of unit
coordinators (Sue Jones is a Project Team Member);
• LE8-816 The University of Tasmania: Embedding and sustaining leadership
Academic Leadership for Course Coordinators Program
4
development for course coordinators (Sue Jones and Beverley Oliver are Reference
Group Members); and
• CG8-735 Curtin University: Building course team capacity to identify, model and
assess graduate employability skills (Beverley Oliver is a Project Leader).
• The ALCCP is available from the project website for delivery in face-to-face, fully online
and in a blended learning mode;
• The associated ALCCP guide is a useful resource for academic leadership development
delivery; and
• The dissemination of project outcomes through the publication of papers and conference
presentations (see Appendix 3).
I congratulate the Project Team on the outstanding success of the Academic
Leadership for Course Coordinators Program. Two pilots have been
conducted and were extremely well received by participants. Over 55
participants have now completed the program. Outcomes of the project
have included development of an excellent set of resources to manage and
deliver the program, a Role Statement for Course Coordination adopted by
Academic Board, recognition of completion of the program within the Teaching
Performance Index, and increased recognition of the significant, and often
undervalued role within the promotions process and new workload management
system. There continues to be a high level of interest and Curtin is pleased to
endorse the program, which has now been embedded within the organisation
and will be offered as a joint initiative between the Office of Teaching and
Learning, and the Organisational Development Unit.
Prof Robyn Quin, Deputy Vice-Chancellor (Education)
Academic Leadership for Course Coordinators Program
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Products
Several products have been developed during the project:
• Leading Courses: Academic Leadership for Course Coordinators—the final project report
including evaluation data on the program pilots and findings from the project;
• The Academic Leadership for Course Coordinators Program—ten modules with capacity
for adaptation to suit different university environments including face-to-face, fully online
and/or blended learning delivery;
• The Academic Leadership for Course Coordinators Program: A Guide to Coordination
and Facilitation (a detailed and extensive guide to running the Program which can
be used as a basis for delivering/supporting other academic leadership development
programs);
• Blackboard Program “shell” adaptable to other learning management systems (available
from the project website);
• Extensive package of Program resources (including over 100 pre-Program, Program and
post-Program items); and
• Dissemination website—providing a “news” link as developments to the Program
materials are made, and access to all the project resources.
Academic Leadership for Course Coordinators Program
Academic Leadership for Course Coordinators Program
Leading Courses:
Academic Leadership for
Course Coordinators
A Guide to
Coordination and Facilitation
Final Report
http://academicleadership.dev.curtin.edu.au/course_coordinator
1
Academic Leadership for Course Coordinators Program
http://academicleadership.dev.curtin.edu.au/course_coordinator
1
Academic Leadership for Course Coordinators Program
Academic Leadership for Course Coordinators Program
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Table of Contents
Acknowledgements
3
Project Overview
4
Aims.....................................................................................................................................4
Local Project Outcomes (Curtin University of Technology)...........................................4
National Project Outcomes................................................................................................4
Products..............................................................................................................................6
Table of Contents
7
List of Tables
9
1. Background to the Project
10
1.1 Structure and Purpose of this Guide........................................................................... 11
1.2 Structure and Learning Philosophy of the Program..................................................12
1.2.1 Summary of the Face-to-Face Component............................................................15
1.2.2 Summary of the Online Component.......................................................................16
1.2.3 Adapting the Program Materials.............................................................................17
1.2.4 Technical Requirements..........................................................................................18
1.2.5 Cost of Running the Program.................................................................................23
2. Pre-Program Planning
27
2.1 Scheduling the Program...............................................................................................27
2.2 Selecting and Preparing Participants..........................................................................27
2.2.1 Registration..............................................................................................................27
2.2.2 The Pre-Participant Survey.....................................................................................29
2.2.3 Working Productively with Participants................................................................30
2.2.4 Giving Participants Advance Information..............................................................32
2.3 Preparing for Facilitation..............................................................................................33
2.3.1 Selecting a Facilitator: Face-to-Face Seminars....................................................33
2.3.2 Selecting a Facilitator: Online Facilitation............................................................34
2.3.3 Working with the Facilitation Team to Maximise Effectiveness..........................34
2.3.4 Working Inclusively.................................................................................................35
2.3.5 During the Face-to-Face Seminars.........................................................................36
2.4 Room Structure, Equipment and Materials.................................................................37
2.4.1 Venue Choice and Room Structure........................................................................37
2.4.2 Catering Requirements...........................................................................................37
2.4.3 Equipment and Materials........................................................................................38
2.4.4 Workbooks ..............................................................................................................39
Academic Leadership for Course Coordinators Program
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3. Module Content
41
3.1 Module 1:
Course Coordinator as Academic Leader.........................................................................41
3.2 Module 2:
Academic Leadership for Excellent Curriculum .............................................................43
3.3 Module 3:
Leading a Course Review...................................................................................................44
3.4 Module 4:
Developing Academic Leadership Capability 1................................................................46
3.5 Module 5:
Building the Course Team..................................................................................................48
3.6 Module 6:
Developing Academic Leadership Capability 2................................................................51
3.7 Module 7:
Communicating with Emotional Intelligence....................................................................52
3.8 Module 8: Building Performance.................................................................................53
3.9 Module 9:
Leading Change and Managing Resistance ....................................................................56
3.10 Module 10:
Developing Key Relationships...........................................................................................57
3.11 Graduation Function...................................................................................................58
4. Evaluation 60
5. Developing a Community of Practice
61
6. Quick Guide: Problems and Solutions
61
7. References 63
8. Contacts
64
9. Program Resources
65
Academic Leadership for Course Coordinators Program
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List of Tables
1.
Program Module Structure
2.
Possible Modifications to Resources
3.
Cost of Running the Program
4.
Cost of the MBTI Resources
5.
Stationery Requirements for the Workbook
6.
Course Coordinator as Academic Leader Resources and Activities Checklist
7.
Academic Leadership for Excellent Curriculum Resources and Activities Checklist
8.
Leading a Course Review Resources and Activities Checklist
9.
Developing Academic Leadership Capability 1 Resources and Activities Checklist
10.
Building the Course Team Resources and Activities Checklist
11.
Developing Academic Leadership Capability 2 Resources and Activities Checklist
12.
Communicating with Emotional Intelligence Resources and Activities Checklist
13.
Building Performance Resources and Activities Checklist
14
Leading Change and Managing Resistance Resources and Activities Checklist
15.
Developing Key Relationships Resources and Activities Checklist
Abbreviations and Acronyms Used
ACR
Annual Course Review
ALCCP
Academic Leadership for Course Coordinators Program
ALTC
Australian Learning and Teaching Council
CC
Course Coordinator
CoP
Community of Practice
Curtin
Curtin University of Technology
CVF
Competing Values Framework
iCVF
Integrated Competing Values Framework
LMS
Learning Management System
T&L
Teaching and Learning
Academic Leadership for Course Coordinators Program
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1. Background to the Project
The Academic Leadership for Course Coordinators Program (ALCCP) was developed with
the support of the Australian Learning and Teaching Council (ALTC) under the project titled
Leading Courses: Academic Leadership for Course Coordinators.1 Funded by a Leadership
for Excellence in Learning and Teaching Grant,2 the Program was piloted in 2007 and a
revised version was run in the second half of 2008. Recognising the pivotal role of the Course
Coordinator (CC) in ensuring course quality this Program aims to improve the effectiveness of
CCs by empowering them to realise that much of what they do can be considered leadership.
Although role nomenclature changes across Australian universities, CC is used here to
designate academic staff with responsibility for a course or program of study leading to a
degree.
The Program content was initially based on a survey of Curtin University of Technology’s
(Curtin) CCs, which asked them to identify their developmental needs. The second iteration of
the Program, undertaken in 2008, was created with the aid of the pilot participants’ feedback
and feedback from the 2008 offering has been included in this Program package. It is
envisioned that the ALCCP will continue to evolve and develop and updates of the Program will
be available at the Program website. For example, one of Curtin’s recent ALTC projects (2008)
titled “Building course team capacity to identify, model and assess graduate employability skills”
will add to the existing ALCCP resource by:
1. adding tools for course leaders to measure the course team’s capacity to review
courses with a specific focus on teaching and assessing generic graduate attributes and
employability skills; and
2. including a mentoring process wherein course leaders can lead their teams to participate
in benchmarking with like teams, find collaborative solutions to identified gaps, and
disseminate outcomes within and beyond their disciplines through publication of the
scholarship of teaching and learning.
The Program is, therefore, not a static resource but one which will grow to further support the
development of CCs to effectively carry out their crucial role in enabling improved teaching and
learning outcomes.
TIP! The project website www.academicleadership.curtin.edu.au/course_coordinator
will have a News link that will provide information on updates to the Program and
materials as they develop.
This is the new name for the original ALTC project Building Academic Leadership Capacity at the Course Level:
Developing Course Coordinators as Academic Leaders. It is also the title of the final report for this project.
2
More specifically, the project was funded under the category of Institutional Leadership Positional/Structural.
1
Academic Leadership for Course Coordinators Program
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1.1 Structure and Purpose of this Guide
This Guide provides the essential information to organise and implement the ALCCP, and at first
glance may appear overly detailed. However, the experience of running the Program indicates
that there are a number of stumbling blocks that prevent the successful delivery of academic
leadership development for CCs. Universities are complex communities with particular cultural
characteristics, which are also experiencing on-going change and challenges. These conditions
impact on the Program’s reception and its effectiveness. Therefore, structured consideration
and preparation will improve the success of the Program and given the costs associated will
maximise return for investment. The first offering of the Program, if handled poorly, will also
effect the Program’s reputation and endurance. Alternatively, a well delivered Program will be
well received—require less promotion in the future—and hopefully help enable the development
of a community of practice (CoP) for CCs (a potential outcome of the Program if encouraged
and supported). This guide will not solve or avoid all of the problems that may arise yet it should
assist greatly in adapting the Program materials and content to your specific university’s needs
and help provide the best conditions possible for its successful delivery and reception.
As outlined in more detail in the final report, there is a need to address system change
initiatives related to the CC role for successful academic leadership development. For example,
recognition and reward for CCs for their contribution and the establishment of a clear role
statement. This will depend entirely on the context of your university as you may well have such
systemic support mechanisms already in place for a CC leadership program.
This guide has been divided into nine main sections:
• “Background to the Program” provides information on the methodology behind the
ALCCP’s development
• “Pre-program Planning” covers all the essential information needed to organise the
Program
• “Module Content ” gives detailed information on each Module (including the resources
required)
• “Evaluation” deals with exploring the success and reception of the Program from the
participant’s perspective
• Section 5 briefly discusses the possible formation a CoP for CCs at your institution,
building from their participation in the ALCCP
• Section 6, the “Quick Guide: Problems and Solutions,” addresses common problems that
may arise
• Section 7 lists the guide’s “References”
• Section 8 lists key contact details related to the Project
• “Program Resources” lists all the supplementary documents required for before, during
and after the Program.
As the facilitator and/or coordinator it is important to familiarise yourself with this guide and the
materials for the Program well in advance. It is then best to sit down with the team involved
in the delivery and explore any issues specific to your particular university which relate to the
guidelines made here.
Academic Leadership for Course Coordinators Program
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1.2 Structure and Learning Philosophy of the Program
The figure below illustrates the overall Program structure and its aims and objectives. Program
components include the workbook, the seminars, a graduation function, the online component,
evaluation and this guide. Short and long term aims are included as well as the component
objectives.
Figure 1 ALCCP Structure
Program
Components
Objectives
To provide a flexible repository for program materials.
Workbook/
Folder
To provide a clearly organised resource for on-going use.
To provide a “tool” kit of resources for Course Coordinators to manage
their role.
1-10
Seminars
(face-to-face)
Help support and encourage the forming of a CoP for Course
Coordinators.
Supplementary or stand alone
1-10 Modules
(online
Program)
To create a supportive environment in which Course Coordinators can
explore their role, plan their development and share resources.
Supplement the face- to-face component
(seminars) with more in depth resources.
On-going access to materials as an alumni member of the Program, as
any issues arise.
Stand alone online program for off- Shore/regional Course Coordinators
On-going access to materials as an alumni member of the Program, as
any issues arise.
Help support a CoP for Course Coordinators as the site develops to
become an on-going resource.
Acknowledge their achievement.
Graduation
lunch/
function
Recognise the contribution of Course Coordinators
Distribute completion certificates.
Help support and encourage the forming of a CoP for Course
Coordinators.
To assess the success/reception of the Program and to enable
appropriate responses as Program runs (formative).
Evaluation
To gather information about the Program’s Success/reception
(summative).
Facilitator’s
Guide
Provide clear guide-lines and to help avoid common issues that arise in
the delivery of academic leadership programs.
Enable the adaptation of material to the local university context, where
the Program is being delivered.
Short term aims: Enhance the leadership capability of Course Coordinators
Long term aims: Improve the student learning experience through improving
teaching and learning outcomes including overall course quality
Academic Leadership for Course Coordinators Program
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The approach used in this Program is grounded in leadership development theory and practice.
Scott et al. (2008) identified that academic leaders have a preference for practice based
learning. In particular, CCs expressed a preference for the following:
• learning on the job
• being involved in informal mentoring/coaching
• undertaking self-guided reading on leadership
• participating in higher education leadership seminars
• participating in leadership development programs which are custom-tailored to their
needs
• participating in annual performance reviews
• participating in 360° feedback based on known leadership capabilities.
This Program utilises all of these concepts (with the exception of higher education leadership
seminars) and provides participants with an opportunity to embed experiential learning
principles in their leadership development journey. Throughout the Program, a case-based and
problem-based learning approach is used which allows participants to critically reflect on the
issues and apply the theory underpinning leadership development. By reflecting on learning
experiences, making conclusions, and incorporating the learning outcomes into their daily
work practice CCs will hopefully find the development experience rewarding. In other words,
this learning will assist them to create new applications in their role as course leader. This will
be accomplished, in part, by goal setting, keeping a reflective journal on their progress, group
discussions and working closely with strategic learning partners or “peer coaches.” These peers
will be responsible for providing reciprocal coaching or learning support as CCs work towards
implementing some of the key learning outcomes of this Program. Peer coaches will “coach and
provide learning support,” thus gaining some valuable skills in coaching and mentoring.
According to Bennis (1989) leadership development requires more than training or career
planning; what is required is the opportunity to learn through experience in a supportive work
culture that allows growth and change. The importance of learning through experience, reflected
in the quote above, can be reinforced by examining experiential learning theory. Kolb (1984)
describes an experiential learning cycle that can help one to understand how to get the most out
of one’s learning. This model serves as a framework for the learning that is experienced in this
Program.
The Experiential Learning Model is a four-stage cycle that involves:
1. Having an experience
2. Reflecting upon that experience
3. Making conclusions from the reflection and the experience; and,
4. Creating a new application for subsequent experiences.
Gaither (2004) in his review of academic leadership asserts that experience and observation
are critical for learning about leadership. He views leadership development as a continuous
learning experience requiring ample opportunities to practice with the “right to fail” as part of the
development process.
The Program is, thus, designed to provide participants with the opportunity to reflect on their
experiences, apply new approaches to their work context, and take time to undertake more
Academic Leadership for Course Coordinators Program
13
reflection. This is encouraged through a reflective journal or blog. Participants are encouraged
to use this information in consultation with their peer coach to help them deepen their
understanding of administrative, leadership or management issues. The conclusions that are
derived from this process can then be applied back into the workplace establishing a model for
life long learning and on-going leadership development.
TIP! A curriculum map of the Program is available in the Program Resources.
Detailed Program content can be found in section 3: Module Content (page 41). Nevertheless,
the general curriculum includes various processes related to course quality, educational
principles as well as leadership theories and how these can influence the staff CCs work with,
including:
• academic leadership and its relationship to the role
• interpersonal and intrapersonal communication
• team building
• change management
• conflict management
• coaching and mentoring
• influencing the performance of your colleagues
• managing upwards
• curriculum renewal and development
• academic policies and procedures
• evaluation of teaching and learning.
The suggested Program schedule for the ten sessions or modules is as follows. They can be
modified to suit your requirements (within a certain framework). For more on this see 1.2.4
Adapting the Program Materials (page 17). As a general rule, however, this guide assumes that
the Program modules follow the suggested order (as follows).
Currently the Program in its current format does not have any formal process for assessing
whether the learning objectives have been achieved. This is an aspect of the Program that
requires further consideration and development. It is anticipated that an action learning
project will be incorporated into the ALCCP at a later date to realise one of the project’s initial
outcomes, which was the articulation of the ALCCP into a Graduate Certificate in Higher
Education/Tertiary Teaching, or alternatively a Master of Business and Administration or Master
of Educational Administration. As the project unfolded it became clear that this was not possible
within the time frame, nor was the inclusion of a set assessment entirely appropriate given that
the workload of CCs emerged as an issue through the course of the ALCCP pilots. Workload
issues will need consideration and careful management, prior to the introduction of a mandatory
assessable task, as its inclusion may well put overworked CCs off participating.
Academic Leadership for Course Coordinators Program
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Figure 2: ALCCP Modules and their Learning Outcomes
Course Coordinators Program
Session
Outcomes
On successful completion participants can:
5. Course Coordinator as
Academic Leader
• Understand the role of a course coordinator as an academic leader
• Understand the concept of academic leadership in the context of leadership theory
6. Academic Leadership for
Excellent Curriculum
• Analyse a curriculum map to ensure that graduate attributes are achieved through
collective experience of units in a course.
• Analyse alignment of unit learning outcomes, engaging learning experiences and
appropriate assessment.
• Evaluate the quality of teaching and learning within a course utilising a range of
monitoring tools
7. Leading a Course Review
• Interpret key performance indicators for annual course review
• Work with a course team to identify course strengths and devise strategies to maintain
them
• Work with a course team to identify course areas for improvement and devise strategies
to address them
8. Developing Academic
Leadership Capability 1
• Use the Integrated Competing Values Framework (iCVF)—a leadership measurement
tool—to gauge personal leadership capabilities
• Understand the importance of 360° appraisal in leadership development (using the
iCVF)
• Explore the value of peer coaching as a leadership development strategy
9. Building the Course Team
• Recognise how their own personality type supports and limits their leadership style
using the MBTI
• Apply personality theory to manage individuals and teams
10.Building Academic
Leadership Capability 2
• Review and understand personal leadership results using the Integrated Competing
Values Framework (iCVF)
• Formulate a leadership development plan
• Strengthen peer coaching relationships
11.Communicating with
Emotional Intelligence
• Develop strategies to monitor self talk and its influence on personal performance
• Use a range of processes to reframe and manage interpersonal conflict
• Recognise key communication competencies for leadership
12.Building Performance
•
•
•
•
13.Leading Change and
Managing Resistance
• Determine the reasons for resistance to change
• Apply a range of problem solving models to support the change management process
14.Developing Key
Relationships
• Map the dynamics of their own role and relationship with their Head of School/Area
• Develop strategies to build influence in key peer relationships
Work effectively with staff and students in their sphere of influence
Identify performance problems using a framework
Plan a performance coaching conversation
Work with their line manager to deal with poor performance issues
15.Completion Ceremony
Lunch
1.2.1 Summary of the Face-to-Face Component
The Program was run at Curtin for ten sessions (excluding the graduation function) for a
minimum of two hours each fortnight. Each numbered session relates to the corresponding
Module. As suggested in section 1.2.3 Adapting the Program Materials (page 17) this schedule
can be changed. Due to the Program’s experiential learning focus, however, in modifying the
schedule it is important to allow time for the application of new approaches and corresponding
time for reflection. It is also necessary to allow enough time for the 360° tool—the Integrated
Competing Values Framework—to be completed between what is Module 4: Building Academic
Leadership Capability 1 (where the iCVF is introduced) and Module 6: Building Academic
Academic Leadership for Course Coordinators Program
15
Leadership Capability 2 (where the results are discussed and a development plan worked on).
Significantly, the current mode of delivery with the two week gap between each seminar has
worked well at Curtin. At the end of the pilot, participants were asked to rate different delivery
schedules and this was the preferred option for most participants. For more considerations
relating to scheduling the Program see 2.1.
The workbook is handed out in the first session, along with name badges, an exercise book
to serve as the journal and the handouts for the first session. For more information on the
workbook see section 2.4.4. For the handouts for each module see section 3: Module Content.
Each module has activities (most of them with scenarios) designed to enable participants to
apply the theory and approaches presented in the content. As you will note, the scenarios are
specific to the CC role and this contextualisation has been well received by busy academic
staff who desire custom tailored programs to meet their professional development needs. A
collegial approach, small group work, and plenty of time for discussion and sharing ideas will
also be appreciated. A break at the half-way point is important, as is not running over time.
However, if the session has been successful, and dependent on the group dynamic, you may
find that participants stay beyond the end of the session for more discussion. The provision
of good quality refreshments and a well designed and comfortable training venue assists this
engagement with the Program content as the fortnightly seminars become dedicated time for
participants to reflect on their practice as CCs.
TIP! Running sheets for each session are available in the Program Resources.
1.2.2 Summary of the Online Component
The online component of the Program takes the same structure as the face-to-face sessions.
That is, there are ten modules reflecting the same content sequence. Each online module
includes:
• Module Notes (including a printable version)
• Required Reading and Additional Resources
• PowerPoint Slides
• Practical Activity and Seminar Materials
There are also iLectures for some modules and an extra section that includes additional
resources. This can, of course, be built on and modified to suit individual requirements.
As part of the final Program package the materials are available in Blackboard, but can easily
be adapted to another learning management delivery system since all the module content
can be downloaded from the project website for revision into different mediums. Advice on the
technical requirements for setting up the LMS resources are in 1.2.4.
As illustrated by the figure (2) on page 15 depicting the Program structure, the online
component can be used as either a supplementary device for participants to drill down further
into particular topics or as a stand alone learning environment to deliver the Program to staff on
remote or regional campuses. The provision of the online material works well to allow busy staff
to access materials pre and post the face-to-face sessions and also allows participants who
miss a session to catch up as all the materials are available online.
Academic Leadership for Course Coordinators Program
16
In the online version there are practical activities—mainly focussed around the discussion board
function of Blackboard—for each module. The discussion board has been titled “Academic
Leaders Café” and lists various discussion questions for each module. The online component
will require an experienced moderator, with the same level of expertise and knowledge as
required for the face-to-face component. This is particularly so for the discussion board and the
iCVF. More suggestions regarding selecting a facilitator are available in section 2.3 Preparing
for Facilitation.
The choice of learning environment software will depend on your university’s flexible delivery
policy and existing system, however, it should be noted that whichever learning management
system (LMS) is decided upon it is recommended that you allow Program alumni indefinite
access to the system after completion of the Program. For those who do the face-to-face
Program the ability to revisit the materials as issues arise can be helpful, and those completing
the online version can join in the discussion groups for the different modules.
Although it would also be possible to offer the Program through an open access system,
which could then conceivably engage more staff involved in coordination in the discussions,
issues are likely to arise around monitoring participation and thus determining who qualifies to
graduate from the Program. This is particularly an issue if the Program is to be offered to remote
staff purely online. A LMS, however, provides the infrastructure to determine participation and
engagement with the Program content.
1.2.3 Adapting the Program Materials
The Program design allows the materials to be adapted—in most aspects—to the specific
university context where the Program is being delivered. The Program provides a basic
structure and core materials that can be modified and reproduced in different formats and
combinations for delivery. The table below illustrates some of the possible combinations and/
or adaptations that could be made if desired. It is important to note that the modules Academic
Leadership for Excellent Curriculum and Leading a Course Review will require modifiction
to reflect the processes of curriculum mapping and alignment, and course review within the
host university. However, both modules in their current format act as models—and contain
considerable generic material relevant to all Australian universities—thereby aiding the process
and its efficiency.
Academic Leadership for Course Coordinators Program
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Table 2: Possible Modifications to Resources
Component
Current
Application
Possible Adaptation
Note
Schedule of
seminars
10 X 2 hour
seminars spaced
fortnightly
Could be extended in duration
(longer sessions), put into
intensive blocks, or a mix
of an intensive block and
seminars.
If intensive blocks are
considered time must be
allowed for reflection and
completion of the iCVF.
Lever-arch
workbook/folder
Materials are
distributed each
seminar and added
to the workbook
(additional to the
basic workbook
skeleton of modules
and Program
introduction)
A detailed bound workbook
could be produced using the
more detailed Module Notes
and Readings available
through the online resource.
Seminar/Module
Order
1-10 in current order
(see section 1.2 of
this guide)
Module 1: CC as Academic
Leader needs to be the
first session, however,
with the exception of the
spacing between Module
4: Developing Academic
Leadership Capability 1
and Module 6: Developing
Academic Leadership
Capability 2, to allow the
completion of the iCVF, some
flexibility is possible with the
remaining modules. This
can enable the coordinator
to manage the availability
of appropriate facilitators
by changing the module
sequence to suit.
Some continuity of content
is required for certain
modules. For example,
Module 7: Communicating
with Emotional Intelligence
should be followed by Module
8: Building Performance,
although their sequence in
the ten modules is open to
some modification.
Blackboard
resources/Online
Resources
Delivered through
Blackboard as
supplementary to
the seminars.
If Blackboard is not available
materials can be delivered
using another LMS.
Facilitation or moderation of
the online component must
be carried out by a suitably
experienced person (see 2.3
Selecting a Facilitator in this
guide).
Graduation
Function
Lunch
Can take any format, for
example, an afternoon tea,
morning tea, drinks and finger
food etc.
This is an important aspect
of the Program not to be
overlooked.
1.2.4 Technical Requirements
Learning Management System (LMS) setup
The ALCCP at Curtin is delivered through the Blackboard LMS. The following information will
assist you in setting up the online component of the Program. The instructions and illustrations
Academic Leadership for Course Coordinators Program
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describe how to set up the online Program in Blackboard but these instructions can easily be
adapted to any other LMS. Your university will have specialist technical staff who should be able
to assist with this process.
1. Setup the navigation
In Blackboard the main navigation is on the left hand side of the screen. The menu items
for the ALCCP are:
• Announcements (Announcements)
• Before you begin (Content area)
• Staff Profiles (Content area)
• Program Materials (Content area)
1. 1 x Item (for course banner)
2. 10 x Folders (for module content)
• Academic Leaders Café (Discussion Board)
• Technical Tips (Content area)
If setting up the program in Blackboard it is important that the menu items listed above
are setup exactly as listed so that the content in the Zip file can be imported into the new
site seamlessly.
The Zip file is accessible from the dissemination website and can be downloaded to
your desktop. Open the newly established Blackboard site (with the menu items as listed
above) and import the Zip file. Go to the Control Panel and select Import Package. Click
Browse and go to where the Zip file is located, select the file. Next, you will need to
individually select all the items to be imported, Announcements, Content and Discussion
Board then click Submit.
You will then receive an email notification letting you know the import is complete.
You can now go back into the Blackboard unit site where the new content, look and feel
and navigation will be available.
Academic Leadership for Course Coordinators Program
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2. Post the initial Announcement
The image below illustrates the Announcements page (the default entry page to
Blackboard). The first announcement includes a welcome message, introducing
participants to the Program and a suggestion that they read through the Before you begin
section to find out how to work through the online Program.
3. Upload the Before you begin page
The Before you begin page outlines what’s in the online Program, describes each of the
menu items, hardware and software requirements, and how to work through the program.
Content for the Before you begin page is available in the Program Resources (under
Pre-program Resources).
Academic Leadership for Course Coordinators Program
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4. Upload the Staff Profiles
The Staff Profiles section includes a photograph, contact details, and a short biography
for each team member.
5. Setup the Program Materials page
At Curtin, this includes:
• A Welcome from the Deputy Vice-Chancellor (Education). You may wish to consider
including a similar welcome from the relevant staff member.
• A link to the Curtin homepage featuring an Indigenous Australian welcome to country.
• An Introduction to the Program including the program schedule of delivery and
learning outcomes.
• The Module folders.
Academic Leadership for Course Coordinators Program
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6. Setup the discussion forums in the Academic Leaders Café
Establish a forum for each module and include any questions or points for discussion for
each one.
It’s also a good idea to set up forums for Program feedback and general questions.
A graphic banner for the Academic Leaders Café is available for insertion into the
discussion board page (available in the Program Resources). Due to technical problems it
was not possible to include this in the zip version of Blackboard and therefore needs to be
inserted separately.
7. Upload the Technical Tips page
This will be relevant to your LMS and can include tips for using the discussion board and
how to access iLectures.
8. Required Readings
The Required Readings listed in each of the Module notes are mostly licensed material
from e-journals and electronic scholarly databases, therefore, to comply with the license
agreement the readings were housed in the Curtin University E-Reserve system for the
Curtin run Program. The readings are then directly linked from the Module notes and the
Academic Leadership for Course Coordinators Program
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online Program to the e-reserve article.
Full bibliographic details are given for each of the required readings so that you will be
able to locate the material easily. Contact the library at your institution to arrange to have
the articles housed in a similar electronic reserve system.
1.2.5 Cost of Running the Program
The cost of running the Program will vary a great deal dependent on your university’s existing
resources, policies regarding internal charges and, in particular, whether there are staff in place
that can carry out the facilitation. This estimation assumes that there will be limited modification
to the Program structure and materials and that the online materials will be delivered using
existing infrastructure and staff. It also works on the assumption that the Program is being held
on campus (with no venue charge), run in the face-to-face mode, over a semester, and with the
online materials as supplementary to this mode. Table 3 on the following page lists the basic
resources required for delivery as a guide to the associated cost but does not include one-off
costs associated with purchasing materials. The Program running cost has been calculated
based on the charges in 2008 with a 10% increment. The average cost per participant (based
on 35 participants in a group) = (approximately) $710.
Academic Leadership for Course Coordinators Program
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Table 3: Cost of Running the Program Based
Item
Cost GST
exclusive
Notes
Program Materials
Files for the Workbook
1.59
See recommended item.
File Dividers
3.47
See recommended item.
Journals
.45
See recommended item.
Pens
.22
See recommended item.
Colour Printing
10.00
Calculated on .50c per sheet.
(including file cover inserts, and some
session materials)
Butcher’s paper—Post It Easel Pad 3M
Markers for group work and white board use
Handouts: black and white photocopying
2.55
.42
5.00
Name badges (pack 50)
.30
iCVF 360° Survey Tool*
~ 150.00*
MBTI Resources (Building the Course Team
resources)
Based on a pack of 2 (more cost efficient
alternatives are available i.e. not with
the sticky back or purchasing larger
quantities).
This is based on a 4 pack of assorted
markers.
Calculated on .15c per sheet.
53.35
Catering**
Seminars
Graduation Function
150.00
Calculated at $15 per head.
30.00
Calculated at $30 per head.
Staff Costs
Coordinator
275.00
Calculated at 20% of a General Staff
level 7 for 6 months (Program run over
one semester). Includes Oncosts of
approx. 41%.
Facilitation (leadership content)
~145.00
Calculated at $300 per hour (includes
preparation time) for 8 modules (2 focus
on T&L).
Facilitation (teaching and learning content)
~ 30.00
Calculated at $200 per hour (2 modules
of T&L content), with preparation time
included.
TOTAL (average cost per participant
based on a group of 35)
707.35
Academic Leadership for Course Coordinators Program
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*Integrated Competing Values Framework 360° Survey Tool
In 2008 Professor Tricia Vilkinas at the University of South Australia and A/Professor Richard
Ladyshewsky secured funding from the ALTC to disseminate the iCVF tool to the university
sector. The project is titled “Academic Leadership development within the university sector by
dissemination of a web-based 360° feedback process and related professional development
workshops.” As part of this funding agreement professional development workshops will be
delivered to staff responsible for the development of academic leadership. Limited subsidised
access to the tool is also available. The cost of using the iCVF tool will, therefore, vary
dependent on several of factors including; whether your cohort is able to take advantage of
the ALTC funded places, and the number staff in each group taking part. For precise costs
associated with the iCVF and more information on the workshops it is recommended that you
approach Professor Vilkinas (tricia.vilkinas@unisa.edu.au).
**The catering costs could vary dependent on your access to a suitable supplier or whether
your budget requires that you provide it yourself. For the 10 sessions, given that the suggested
food does not require any substantial preparation (cheese, biscuits, fruit, tea and coffee, wine)
it could be organised in house to cut costs. Fringe Benefit Tax (FBT) charges will need to be
considered if you supply wine or if staff are taken to a restaurant as part of the Program. As a
general rule, if the food comes to your seminar and no wine is supplied no FBT is due. FBT is
currently calculated at 114%.
MBTI Resources
As part of Module 5: Building the Course Team participants complete an MBTI. If the Facilitator
is not an accredited MBTI administrator, then the services of an accredited administrator will be
needed at an additional cost to the Program. The resources for this aspect of the Program can
be purchased from:
CPP Asia Pacific Pty Ltd
(PO Box 810)
Level 7, 369 Royal Parade
Parkville, Victoria 3052, AUSTRALIA
Tel: +61 3 9342 1300
Fax: +61 3 9349 2155
email:info@cppasiapacific.com
www.austpsychpress.com.au/ITSAComTem/austpsychpress/index.cfm?SiteSpecificPrefix=aust
psychpress
Academic Leadership for Course Coordinators Program
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Table 4: Cost of the MBTI Resources (at 2008)
CPP Asia Pacific
Code
Item
Cost
6165
Self-Scorable Form M (pack of 10)
154.00
6998
Resource Manual: Introduction to Type and Teams (per
booklet)
37.35
One-Off Establishment Costs
There is one audiovisual resource used in Module 8: Building Performance, which will need to
be purchased unless there is already something comparable available. The DVD We Need to
Talk: Counselling Employees on Performance Issues is available through Nicholas and Smith
Pty Ltd (www.nicholasandsmith.com). The cost of a licence is (at 2008) $1495 + GST. This
DVD can be loaded onto Blackboard through the iLecture system for use in a purely online
environment.
As the literature demonstrates, in academic culture there is a strong emphasis on collegiality
(Ramsden, 1998). Our experience of running the Program confirms this and its potential to
influence the reception of academic development programs. As the DVD We Need to Talk is not
specific to a higher educational context, and is therefore more conventionally hierarchical, care
needs to be taken in emphasising the relevance and importance of the practical approaches
to staff performance counselling principles that it demonstrates. The basic principles are
transferable and thus useful in any environment, including academia, and for those without line
management authority.
TIP! A guide for the DVD We Need to Talk is available at
http://www.nicholasandsmith.com/pdfs/We%20Need%20to%20Talk%20Guide.pdf
Academic Leadership for Course Coordinators Program
26
2. Pre-Program Planning
2.1 Scheduling the Program
Obvious as it may sound, the academic calendar must be considered when scheduling the
Program. Try to avoid scheduling key sessions (such as the Developing Academic Capability 1
and 2) on non-teaching weeks. Academic staff will often attend conferences during the semester
break and so will miss any sessions scheduled then. If you schedule the face-to-face sessions
over a semester (ten sessions for two hours) it is recommended that you have it on the same
day of the week at the same time. Mid-week, on Wednesday, has worked well at Curtin as
on this day you avoid most problems that arise due to any public holidays observed by the
university are avoided. Feedback from the participants at Curtin suggested that a schedule
which took into account the busier periods for CCs (semester start and end) would work best.
At Curtin the seminars were run from three to five o’clock in the afternoon, which presented
some problems for staff with school age children. It may be advisable to survey the staff
interested in attending to find if this is an issue for them. It is probable, however, that there will
be a clash with teaching commitments for some staff and it will be impossible to find a time and
day that suits everyone. Determining the dates early and advertising them as soon as possible
will allow staff to modify their teaching timetable and other commitments to allow attendance.
Attrition and attendance will likely be issues regardless of the steps taken and it is suggested
you over enroll to account for a ten to 15% attrition rate from registration of interest to actual
attendance.
TIP! A flyer to advertise the ALCCP is available in the Appendix to this guide and can
be distributed electronically or in hard copy. This is available for modification using
the program Indesign.
2.2 Selecting and Preparing Participants
2.2.1 Registration
TIP! Register ten to 15% more participants than you would ideally like as some
natural attrition will occur.
It is recommended that the system for registering participants for the program involves personal
contact given that it is leadership development and not simply a training session. The personal
contact is appreciated by overworked CCs who often feel undervalued and is best handled
by one person, hopefully enabling some rapport to develop. This is required to help manage
participants’ commitment to the Program and attrition. Simply registering through an online
system makes it easier to take the commitment to complete the Program lightly. It also goes
some way to dealing with any issues that may arise later in the Program if participants have
developed a connection to one person who can assist with their queries and concerns or
redirect them as appropriate. This can be of particular relevance for queries regarding the 360°
survey where feedback can be challenging.
Academic Leadership for Course Coordinators Program
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TIP! Create an Excel spreadsheet with participant details (including contact details
and staff numbers). This will assist you to create an Outlook distribution list for
communication purposes and for registration in the LMS.
At Curtin a system is in place to allow staff to register their interest through a website and
these names are then managed through a database. The Program is suitable for staff from all
disciplines.1 Places are offered through personalised emails on a first come first served basis
and limited to CCs. Information on whether staff are CCs may be difficult to obtain at some
universities as staff often move in and out of the role and different areas have different systems
for listing CCs. In some cases universities may not have an adequate system in place to identify
people in this role. At Curtin the faculty Deans of Teaching and Learning assisted in confirming
whether staff were CCs or being groomed to become so, where clear information was not
available. CCs who miss out at Curtin, or the timetable does not suit, are moved to a waiting
list which includes a comments line. Efficient and courteous communication is appreciated
by busy CCs and at all times it is recommended to attempt to keep them informed of their
place in the “queue.” The demand for places in the Program outweighed their availability at
Curtin. Regardless of the approach to registration, however, expect staff without coordination
responsibility to attempt to enroll. In this event, the perception that exclusion from the Program
reflects negatively on their leadership capability needs to be managed. A reminder about the
aims and objectives of the Program assists this with reassurance that their exclusion is in no
way a comment on their potential as leaders. The specifics of the institution where the Program
is being offered must be considered in advertising the Program and explaining the process
for enrolment (and the required attendance for successful participation). It is advantageous to
be clear at the start of the audience and aim of the Program at your individual university and
advertise it appropriately. The availability of other academic leadership development at the
particular university will determine the kind of response received.
TIP! It is recommended that the Program be open to CCs only as the material has
been tailored to their role. Whilst staff in other roles can benefit from participation
many aspects of the Program are not relevant.
1
The only exception would be in Indigenous Australian studies where different cultural ways of working would mean that the
approaches undertaken in the Program would need modification to be effective or, alternatively, a completely different approach
might be required. Indigenous leadership is a field of study in of itself. See, for example, http://www.indigenousleadership.
org.au/. The ALCCP remains relevant, however, in terms of academic leadership within the broader university context. For a
leadership approach appropriate to the tertiary sector and which addresses different ways of working for Indigenous Australians
see the ALTC project: Tiddas showin’ up, talkin’ up and puttin’ up: Indigenous women and educational leadership. This project
is concerned with creating the right culturally safe sites to discuss leadership, arguing that existing leadership programs are not
appropriate as they assume a one size fits all model, which lacks an understanding as to how Indigenous cultural knowledge
intersects with and reconfigures understandings of educational leadership (Bunda & White, 2009).
Academic Leadership for Course Coordinators Program
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Many leadership programs both inside and outside universities involve a selection process as
leadership development is expensive and therefore, to maximize return, institutions encourage
participation by staff that have demonstrated some leadership capacity or are currently in a
“leadership” position. Frequently leadership development programs might also require support
or nomination by the individual’s line manager. Also, in the higher educational context academic
leadership development has traditionally been directed toward senior management. At Curtin
this is not the case for the ALCCP. This is due to the context and nature of the Program’s
inception—with its development being funded by the ALTC—and consequently its teaching and
learning focus through enhancing the leadership capability of CCs. The Program is designed
to reach staff with responsibility for improving course quality. The focus on middle level
academics reflects the realities of the changed and changing university context which demands
a distributed approach to academic leadership.
As a consequence of the changed higher educational context, and due to the role of CCs and
their direct responsibility for course quality, it was decided not to screen participants. Never-theless, a pre-participant survey has been developed to assist with forming the group (by predetermining their approaches to leadership) and to help set the scene by indicating the kind of
commitment required to maximise the benefits of participation in the Program. Although the preparticipant survey has not been designed to exclude staff, it does help facilitators anticipate any
potential issues that may arise (for example, resistance to perceived “management” jargon). For
more on working with the participants see 2.2.3 (page 30).
If desired, however, some kind of screening system modeled on other leadership programs
could be put into place dependant on the university’s aims and objectives for the Program
and any budgetary considerations. This kind of approach may help better manage attrition by
ensuring only those very serious about the Program commence. On the other hand, it has to
be acknowledged that the inclusion of such a screen creates tensions between elitism implicit
in excluding some staff and a broad desire to improve teaching and learning outcomes across
the university. It is not recommended that participants are conscripted as the Program requires
personal commitment and is, in fact, largely focused on personal development. It is preferable
then that CCs self-nominate to gain maximum benefits from participation (Parish 2008).
2.2.2 The Pre-Participant Survey
The survey can be found on the project website under Program Resources (Pre-Program) for
adaptation and application to different settings. If timed correctly the pre-participant survey also
enables the Program coordinator to manage attrition. Received approximately two weeks prior
to the start of the program—and sent to those who have registered—the pre-participant survey
prompts staff to reconsider the commitment in light of their current workload. It then enables the
facilitator to offer any places that become available to another staff member who is keen to take
part. However, the academic calendar must be considered. Avoid sending the Pre-participant
Survey to staff on student non-contact weeks or when academic staff are likely to be attending
conferences as there will likely be a low return rate. At the same time, if you send it too far in
advance it is likely to be misplaced.
Results from the pre-participant survey are then collated and fed back to the group in the first
session and used to further explore their expectations of the Program and their understanding
of leadership. In that first session this information is incorporated into the PowerPoint slide show
as four individual slides:
1. The group’s demographics are summarised, including their experience as a CC, whether
Academic Leadership for Course Coordinators Program
29
they coordinate undergraduate or postgraduate courses and the number of campuses
that their courses are offered.
2. Represented in a bar graph the data on how they perceive their role and academic
leadership is summarised.
3. Representative comments from the question relating to the difference between general
leadership and academic leadership are shown.
4. Finally, a summary of what they hope to gain from participation is given.
5. For an example of this in action please see the PowerPoint from Module 1: CC as
Academic Leader (slides four to seven).
The relevant aspects of the pre-participant data can be productively revisited at the half-way
point of the Program where it is useful to carry out a “stop, start and continue” exercise (or
something comparable). As part of this half-way formative evaluative process you may wish
to ask them whether their perception of academic leadership and their role has shifted, and
whether the Program is meeting their expectations. This is extremely important in the first
offering of the Program. For more information on the process of reflecting on the Program
at this point see section 4, which deals with evaluation. By incorporating these strategies (or
something similar) facilitators can model good teaching and learning practice by ensuring that
the exchange of information is not purely didactic.
2.2.3 Working Productively with Participants
Carrying out staff development for academics presents specific challenges that are perhaps not
present in other work environments. If you are experienced in academic staff development this
will come as no surprise to you, nor will the influences of university culture on the delivery and
reception of any training. This section explores some of the experiences of running the ALCCP
at Curtin and common issues related to university culture that impact participant attitudes. See
Leading Courses: Academic Leadership for Course Coordinators (the project’s final report) for
more a detailed exploration of the impact of academic culture and its implications for academic
development (available from the project website).
Generally speaking, academics enjoy critical reflection and the opportunity to interrogate the
theories and concepts presented to them. Providing opportunities to do so are well received
as are minimising “lectures” and providing many opportunities for small group discussion and
the exploration of theories and concepts. Facilitators need to remove themselves from the
role of expert and allow participants to help each other. In the ALCCP at Curtin, for example,
participants constantly commented on the benefits of learning from other participants.
Academics also appreciate information on the theoretical grounding and relevance of the
theories and concepts; hence the scholarly evidence presented in the ALCCP materials. A
collegial, relaxed approach is also well received as is respecting the discipline knowledge
and expertise of individuals. Academics are used to an autonomous work culture and this is
often reflected in their personality type, yet they also appreciate the chance to meet with other
academics in the same role from across the university to share their experiences as CCs. The
diversity of the academic discipline approaches in the group presents benefits and challenges at
the same time. The challenges include managing and responding to the different dynamics and
approaches to the same job in different schools and faculties. This can present problems when
activities or content may not necessarily reflect all the participants’ individual experiences as a
CC.
Academic Leadership for Course Coordinators Program
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The benefits of a cross-institutional cohort, however, are substantial as it enables staff to meet,
network and share good practice for common issues. It also removes individuals from local
cultures and provides fresh perspectives on ways of achieving goals.
TIP! Generally speaking, limit time spent on didactic activities The presentations
should be short and focused on orientating participants to the activities to be
completed.
Forming the Group
Due to the nature of the academic work it is important to spend time forming the group from the
outset. This can be achieved through addressing the group’s attitudes to leadership and their
desired outcomes from Program attendance with the aid of the pre-participant survey. Helping
them realise that the challenges they face as individual CCs are not unique is invaluable.
Similarly, once the Program has been run, you can invite a past participant to speak to the
new group in the first session to talk about their leadership development experience. This is
extremely useful as it provides a context and relevance for attendance.
The strong tradition of collegiality, which remains evident within the changing academic
workplace, is not to be underestimated in respect to a number of sensitivities that effect the
reception of the Program. In fact, the literature suggests that collegiality is most evident at the
course level (Hellawell & Hancock 2001). This is another reason to spend time forming the
group. Creating a collegial atmosphere through delivery, communication and interaction style
is similarly very important to the successful reception of the Program and the engagement with
peer learning. The “management” of academic staff at the level of the CC is highly collegial
and decision making is usually done through consensus. This is due, at least in part, to the
fact that middle level academic managers are usually assigned this role for a set period. As
a result, this “revolving door” effect means that at any time your colleague is also a potential
supervisor. Academics must also, therefore, maintain their discipline knowledge and reputation
since they will likely return to a teaching and research role. This adds a layer of complexity
for academic staff in managing their professional reputation, as does peer review of research
proposals and publications (Rowley 2003). Collegiality and the complexities brought with it thus
need to be considered as do the subsequent sensitivities around the perception of participants’
competence. For example, in administering the 360˚ survey participants should be given the
option of who they share their information with as part of their ongoing reflection and learning.
Forming some group cohesion, with awareness and respect for any sensitivities, will help
manage issues that could arise.
TIP! Provide numerous opportunities for networking and discussion and move the
group around.
Since leadership development—and this Program’s approach—is focused on self-reflection and
change some participants may find the Program content challenging. Due to the nature and
historical emergence of leadership and management theory, combined with the shift in higher
education toward what is seen as a business model of education, you may even experience
what appears to be active resistance from some participants. In some respects this can be
expected from highly specialised professionals, used to working autonomously, who have come
to view perceived “management speak” as an incursion into university culture and intellectual
Academic Leadership for Course Coordinators Program
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life. Leadership development may then be seen as a vehicle for change and another example
of “bureaucratic interference.” Individual change is never easy, but when it is taking place within
a work culture behest with change it may become even more challenging. Careful negotiation
of these tensions is required as is tacit acknowledgement of the realities of the CC’s working
environment, although the level of resistance will depend wholly on the individuals in each
cohort of the Program and also the current climate, conditions, and culture at your university.
This ambivalence and resistance may only manifest itself in a few; however, as with any
facilitation it is important to manage the group dynamic. One of the key ways to do this is to
assist participants to see how the Program will be useful to them in achieving their goals and
in making their job easier. Facilitators can foster opportunities for the group to discuss their
“burning issues” and provide insights into how the Program content can help them approach
issues differently, with new strategies or perspectives. For example, the 360° survey results
can assist academics to review their career goals, push for specific training opportunities and
provide evidence for promotion categories related to leadership. Similarly, careful attention to
contextualising the content to the CC role, and giving them the chance to apply the theories
to problem-solve their own experiences is crucial. Being prepared to stress the academic
grounding of the Program’s approach, whilst also acknowledging the imperfect nature of any
leadership development program, will equally assist academics to approach the experience
positively.
As the Program is focused on academic leadership and the “management” of others, the
approach to power relations in the content and delivery must reflect the realities of the staff
involved. If it does not, you will lose your audience early on.
2.2.4 Giving Participants Advance Information
Providing participants with early access to the materials via online (in which ever LMS used) is
advisable as it gives them the opportunity to work ahead and may help manage attrition since
early access to materials (along with the pre-participant survey) may cause enrolled staff to
re-think their commitment early rather than later in the Program thereby enabling another staff
member to take advantage of the opportunity. Also make sure they have seen the Program flyer
with details of the Program’s learning outcomes and syllabus.
TIP! Outlook calendar appointments for the face-to-face seminars are a good idea,
as is emailing participants with gentle reminders when tasks are due.
Academic Leadership for Course Coordinators Program
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2.3 Preparing for Facilitation
2.3.1 Selecting a Facilitator: Face-to-Face Seminars
A facilitating team is best for the ALCCP face-to-face seminars although it would be possible
for one very skill-full individual to facilitate all modules. This facilitator would need to have
relevant knowledge and experience of teaching and learning in a higher educational context and
leadership and management discipline expertise. In particular, Module 2: Academic Leadership
for Excellent Curriculum and Module 3: Leading a Course Review requires a facilitator with a
sound understanding of curriculum development and the course review processes within the
relevant institution. Most importantly the facilitators need to understand (and preferably have
experience in) course coordination. Regardless of whether one person or several facilitate, it is
advantageous to have support staff to move around the room to assist in answering questions
raised in group work. These can be staff within the teaching and learning unit with knowledge
of academic leadership and the Program content. A team of facilitators is recommended as this
structure supports effective group work and enables individual responses. If a team of people is
available they must work well together and be able to provide support and differing approaches
to suit the varying discipline backgrounds of participants.
Typically, of course, the key facilitators of the Program should possess a sound understanding
of the barriers to effective course leadership and above and beyond that they must have a high
level of emotional intelligence and the general qualities of a good facilitator, including:
• Good listening skills
• Good presenting skills, including humour
• Be able to work effectively with the facilitation team
• Confidence without arrogance
• Ability to create an atmosphere of confidence and collegiality among participants
• Respect for the opinions of others (not imposing ideas)
• Ability to respond to the group’s needs by changing approaches and content order as
necessary
• Knowledge of group process, including the ability to sense the group’s mood at any time
and respond appropriately
• Organisational skills
Facilitating the iCVF
With regard to the iCVF, the 360° survey tool used in this Program, the facilitator must not have
line management authority over any of the participants and must also familiarise themselves
with the iCVF tool. As mentioned earlier when discussing the cost of the 360° survey, workshops
on the iCVF will be delivered nationally by Professor Tricia Vilkinas and A/Professor Richard
Ladyshewsky as part of an associated ALTC project. For more information contact Professor
Vilkinas (tricia.vilkinas@unisa.edu.au).
Of particular note, you must make sure that participants in the iCVF have support to debrief their
survey results. There are different approaches that are suitable in different contexts, yet it is
recommended that you err on the side of caution. Written comments are of particular concern as
they tend—if they are negative—to sting. Hard working CCs, who most likely have received little
or no leadership development opportunities, need appropriate and timely support to understand
Academic Leadership for Course Coordinators Program
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and interpret their survey reports. More advice on this aspect will be available as part of the
professional development workshops on the iCVF.
TIP! Providing sample instructions for participants to forward to their respondents
for the iCVF can help reduce questions that might arise around how to respond
to the questions in the survey. A sample email communication for this purpose
is provided under Module 4: Developing Academic Leadership Capability 1 in the
Program Resources. Ideally this should be made available electronically to allow
cutting and pasting into an email.
For those staff not in a position to complete the iCVF (they may have been recently appointed)
are able to complete a self-assessment using the Spidergram tool available in the module within
the LMS. It is, however, more helpful if staff complete the iCVF and should be encouraged to do
so where possible.
Facilitating the MBTI
The facilitator needs to be an accredited to use the MBTI forms to enable them to administer
and interpret the instrument.
2.3.2 Selecting a Facilitator: Online Facilitation
The facilitator for the online delivery of the Program needs to possess the skills listed above. In
addition, they also need to be familiar and experienced with e-moderation and have knowledge
of the LMS being used. The online facilitator will have to moderate the discussion board
“Academic Leaders Café,” where participants are asked to respond to questions and discuss
issues raised by the Program content.
2.3.3 Working with the Facilitation Team to Maximise Effectiveness
Not surprisingly the same learning methods advocated for engaging with higher education
students are relevant to academic leadership development (Scott et al. 2008). The experience
of running the Program confirms research undertaken in Learning Leaders in Times of Change
(Scott et al. 2008). That is, academics want leadership development that employs the following
methodology:
• Flexibility
• Responsiveness
• Specific to the role
• Practice orientated
• Just-in-time
• Just-for-me
The flexibility and style of delivery undertaken in the Program mirrors the preferred approach to
learning identified by academics in the Scott et al. (2008) report. However, without considerable
self-awareness, or reflexivity, and attention to modifying the Program content to meet your
participants’ needs and your university context the Program will likely not be as successful.
The facilitating team dynamics are thus very important. Team members need to demonstrate
Academic Leadership for Course Coordinators Program
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strong co-operation, supportiveness, mutual trust and an acceptance of strengths and
weaknesses plus an ability to create an atmosphere conducive to reciprocal learning.
The evaluation form, distributed at the end of each session, is the formal source of feedback
but it is worth seeking informal feedback through conversations with participants. Similarly, the
atmosphere and comments made in each session will give some indication of how well the
Program is traveling.
A standard evaluation form for each face-to-face session is available, as well as a more lengthy
evaluation for the final session. As the stand alone online version was not trialed there is no
system in place for evaluation. However, a similar evaluation approach to the one used for the
face-to-face seminars could be applied. See section 4 on Evaluation (page 60) for more on this
aspect.
2.3.4 Working Inclusively
Consideration should be given to the cultural and religious diversity of the group including
being sensitive to special dietary requirements in offering refreshments (this also extends
to vegetarians, vegans and those with food allergies). As a facilitator it is important to be
respectful and work with the values of participants from different backgrounds. For example,
it is recommended that an Indigenous welcome to country is undertaken at the first seminar.1
Being sensitive to language barriers and reflecting on whether your approach to all participants
is even handed is also essential for effective facilitation. For people where English is the
second language reading is helpful over oral communication, so the inclusion of PowerPoints is
suggested (and are included for each module as part of the Program resources). Again, the use
of group work helps overcome issues of participation for staff with language barriers by reducing
the audience and giving everyone more opportunities to speak. Speaking clearly to ensure all
participants can hear is central to facilitating well (and inclusive of hearing impaired members of
staff).
2.3.5 During the Face-to-Face Seminars
The facilitation team must work together to create the optimum conditions for the success of the
Program. Responsiveness is the key. The first time the Program is run the team are encouraged
to meet at least fortnightly after each session (assuming they are being run every two weeks)
to reflect on the evaluation feedback and general energy of the group. This meeting should be
used to develop strategies to deal with any issues that may arise. Similarly, some kind of “stop,
start and continue” exercise to ascertain what the participants are valuing, and would like you
to stop, is recommended at the half-way point. Responding to the feedback by letting them
know what action you are taking is essential and mirrors good teaching practice. Hopefully you
won’t have many challenges if you’ve followed the advice of this guide. Regardless of your
preparation it is likely that there may be some issues specific to your university.
Don’t forget to have a short break at mid point and take the opportunity to converse informally
with participants. It is also recommended that you provide a “teaser” of what is to come at the
end of each session.
1
At Curtin a link to an online welcome to country on the University’s website has been inserted into the Blackboard materials (for
those staff who will undertake the online version only).
Academic Leadership for Course Coordinators Program
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TIP! Be conscious of any internal politics that might occur in the group that may be
influenced by past events and/or relationships between staff from the same area.
It is best to flexible when putting people into group work and be sensitive to any
tensions that might be present.
A Note on Attendance
Flexibility is the key to managing attendance. If the Program is run over a semester staff will
miss the occasional session due to conference, teaching and family responsibilities or they
may just be ill. If a collegial communication style is established with one person early staff are
likely to let them know if they are unable to attend. This will enable catering to be changed if
necessary. The best way to manage absence is to promote the online materials and encourage
staff to follow up in their own time. Utilising the peer coaching relationships (established as part
of the Program) as a means to enable participants to catch up is worth promoting early on.
Academic Leadership for Course Coordinators Program
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2.4 Room Structure, Equipment and Materials
2.4.1 Venue Choice and Room Structure
In the context of running this Program it appears that CCs enjoy a prestige venue, or a venue
that gives them a sense of worth thereby providing a symbolic acknowledgement of their
contribution to the university. As suggested earlier, as middle managers CCs have traditionally
been overlooked for leadership training and are rarely provided any recognition for their work
in overseeing course quality. At Curtin the Council Chamber was used to deliver the Program
and although there was initial anxiety about how the group would function in the space, around
the large horseshoe table of Arthurian proportions, they responded very well. Ideally, the space
used must enable participants to work easily in small groups as this emerged as a favoured
activity. Staff at Curtin managed this in the Council Chamber but any difficulty with the structure
of the space appeared overshadowed by the positives provided by such a prestigious setting.
If the space also has audio visual facilities, serving area and kitchen for refreshments this is also
advantageous.
2.4.2 Catering Requirements
If your budget allows for it, it is highly recommended that you provide the participants with good
refreshments. Surprisingly, the inclusion of good food and drink was extremely well received and
often commented on in the evaluations. Dependant on the season it is suggested that coffee
and tea be provided with a sweet offering. Fresh fruit, cheese and wine are also appreciated in
the warmer months. Providing a fresh healthy option to biscuits or cake is worth considering.
The wine (often not consumed by many) has also been well received by participants since the
fortnightly session (if scheduled this way) is seen as special reflective time to allow them to
think through their role and their leadership function within it (a time for slowing down). Most
importantly, good catering does reaffirm the value of CCs, makes them take the Program
more seriously and provides an incentive to come along when competing demands threaten to
distract them from participating.
2.4.3 Equipment and Materials
For delivery of the content in its current format audio visual equipment appropriate for
PowerPoint and the display of DVDs is required. The general equipment and materials required
include:
• Audio visual equipment for PowerPoint and DVD presentations
• White board
• White board markers
• Coloured markers for presenting group work on butcher’s paper
• Butcher’s paper (Post-it easel pads are a good choice as you can stick the work up when
completed)
Specific seminars or modules require further materials or resources, for example, Module 5:
Building the Course Team requires the Myers-Briggs Type Indicator form and the associated
booklet (see 1.2.5 Cost of Running the Program). For detailed information on individual module
requirement please see section 3: Module Content, which includes details regarding the content
of each module and activity schedule.
Academic Leadership for Course Coordinators Program
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A Note on Adding Materials
If you want to add readings or other resources to the Program it is recommended that you select
readings that reflect the higher educational context. Some inclusion of “business” leadership
papers is necessary given academic leadership is relatively under researched, however, an
overabundance of literature from non-higher educational sources may be negatively received.
TIP! If you haven’t already something in place it’s a good idea to purchase an easy
to manoeuvre trolley to take materials across campus to the seminar venue. This
is particularly useful for the first face-to-face session in which you will need to
distribute the workbooks.
2.4.4 Workbooks
The recommended workbook format is an A4 two ring display file with dividers to accommodate
the ten modules. This system has worked well as it allows flexibility in modifying the materials to
suit Program changes, allows the insertion of new materials/resources as they become
available, and also provides a repository for staff to add any other leadership or course
administrative information. Alternative formats for the Program content are possible as
suggested in Adapting the Program Materials (page 17). The workbook file, in its current format,
includes a general introduction to the overall Program, introductions to each module and their
learning outcomes. This file or workbook is handed out in the first session.
Images (left to right) of the workbook cover featuring the ALCCP inserts and name badge,
and the inside of the workbook showing the divider template (all available in the Program
Resources).
TIP! The documents and artwork provided in the Program Resources are designed
to fit the stationery products that are recommended.
Workbook Documents/Artwork:
1. Cover insert
2. Spine insert
3. Introduction to the Program (including staff profiles, seminar details etc.)
4. Module 1-10 introductions with learning outcomes
Academic Leadership for Course Coordinators Program
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5. Inserts for the divider system
TIP! It is recommended that you provide signs to direct participants to the venue,
and provide a web link to the campus map in you first email. This sets a welcoming
tone and hopefully helps create an effective beginning.
Table 5: Stationery Requirements for the Workbook (including name badges for the first
session)
Item
Suggested
A4 Lever arch display file
Bantex A4 2 ring (38 mm capacity) display file (white)
File dividers
Marbig ViewTab 10 tab per page divider A4
Journal (for reflective practice)
Olympic 96 page exercise book
Rexel Convention Card Holders (Box of 50)
Rexel “Twice-as-Quick” Convention Card Holders
(Box of 50) Reference number 90048
Pens
Ballpoint Pen Papermate Kilometrico (12 per box)
TIP! If you are using the workbook in its current format (file) then all the handouts
provided in the sessions should be punched and appropriately identified (Program
name, document and module number). This makes it easier for participants to
simply place into their file.
Academic Leadership for Course Coordinators Program
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3. Module Content
The intention of this section is to outline the goals of each face-to-face session and provide
information on the learning outcomes, content, resources and activities.
3.1 Module 1:
Course Coordinator as Academic Leader
The goals of the first module are to introduce “academic leadership” and place it within the
literature on general leadership. This is a key module as it provides not only the theoretical
grounding of the approach taken in the Program, it explores how academic leadership
differs from general “leadership and management” given the cultural traits common to higher
educational institutions. If handled appropriately this first module should help staff recognise
the value of the Program in assisting them to perform their role more effectively and appreciate
that the Program’s approach fits their experience. This first module, which utilises information
from the pre-participant survey, should work to create the beginnings of group cohesiveness.
The participants are also able to familiarise themselves with the Program schedule and learning
outcomes. The facilitator/e-moderator should also emphasise peer coaching and journaling as
an important aspect of the Program (this is detailed in the Module Notes). It is recommended
that peer coaches are actually “matched” later into the Program (by Module 3) when participants
have had time to meet and socialise with the other participants.
Learning Outcomes
• Understand the role of a CC as an academic leader
• Understand the concept of academic leadership in the context of leadership theory.
Table 6: Course Coordinator as Academic Leader Resources and Activities Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
Workbook lever arch files (which include pens and
exercise books for the reflective journal)
Name badges
Registration table
PowerPoint file for this module
Audio visual support (if required)
Academic Leadership for Course Coordinators Program
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Handouts:
• Executive Summary of Scott, G., H. Coates, and
M. Anderson. 2008. Learning leaders in times
of change: Academic leadership capabilities
for Australian higher education. University of
Western Sydney and the Australian Council for
Educational Research.
• Ladyshewsky, R. 2003. Peer coaching and
professional development: A learning support
strategy for students at the Graduate School of
Business, Curtin University
Spare pens and white board markers
Activities
1. Ice breaker: Ask them to work in small groups to
discuss three things that are great about their role as
a CC and three things that grate. General discussion
to follow with an explanation of how the Program will
help them address these issues.
2. PowerPoint presentation and discussion.
1. In the Practical activity of this module participants
are asked to join a discussion in the Academic
Leaders Café (Module 1) to answer the question:
“What are your perceptions of academic leadership
and what is the effect of the changing higher
educational environment on academic leadership
capabilities?”
3. When the Program has been run it is worthwhile
to invite a past participant to discuss the benefits of
participation.
TIP! A template for printing name badges (with the ALCCP design) is available in
Program Resources.
Academic Leadership for Course Coordinators Program
41
3.2 Module 2:
Academic Leadership for Excellent Curriculum
In this module participants consider the elements required to ensure high quality course
experiences through excellent curriculum. These are created by a combination of excellent
curriculum and learning experiences, and service and facilities which meet reasonable student
expections. This module is designed to give participants an understanding of a range of tools
to create and monitor excellent curriculum such as a Needs Analysis, a Curriculum Map and
an Assessment Matrix. With this information they can effectively ensure: an aligned curriculum
in which graduates demonstrate university attributes and professional competencies to ensure
graduate employability and develop strategies for improving the quality of the curriculum. This
module employs processes and models used at Curtin. Therefore, it will be necessary to adapt
this module to reflect your university’s practice.
Learning Outcomes:
• Analyse a curriculum map to ensure that graduate attributes are achieved through the
collective experience of units in a course
• Analyse the alignment of unit learning outcomes, engaging learning experiences and
appropriate assessment
• Evaluate the quality of teaching and learning within a course utilising a range of
monitoring tools.
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
Audio visual support (if required)
Handouts:
• Needs Analysis for Bachelor Example
• Curriclum Map (showing assessment of Graduate
Attributes)
• Assessment Matrix
• Distribution of Scores Report
• Pass Rates by Location
Spare pens and white board markers
Academic Leadership for Course Coordinators Program
42
Activities
1. In groups review a Need Analysis to examine the range
of data to evaluate course quality and identify the key areas
needing improvement.
Focus on an SPSS text analysis visualisation and
comments relating to the CEQ subdomain in Assessment
Standards and Expectations.
1. Individual participants are asked to work through
the same activities (1-3 in face-to-face mode).
2. Discuss results and progress through the
Academic Leaders Café with feedback from the
emoderator.
Explore strategies for improving issues arising. Feedback
to whole group.
2. Select one unit within a curriculum map to review the
alignment of ULOs, learning experiences and assessment.
3. Using an Assessment matrix and Distribution of Scores
report, identify key units in which further investigation of the
quality of assessment and moderation should be explored.
Academic Leadership for Course Coordinators Program
43
3.3 Module 3:
Leading a Course Review
This module is designed to inform CCs how to carry out and lead the annual course review
using the available data, which is a requirement at Curtin University of Technology. Your
individual institution will have its own process. It is therefore recommended that the Module
Notes are reviewed and edited to reflect the process at your university.
Learning Outcomes
• Interpret key performance indicators for an annunal course review
• Work with a course team to identify course strengths and devise strategies to maintain
them
• Work with a course team to identify areas for improvement in the course and devise
strategies to address them.
Table 7: Leading a Course Review Resources and Activities Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
PowerPoint file for this module
Audio visual support (if required)
Handouts:
• Annual Course Review Template
• Distribution of Scores Report
• Pass Rates by Location
• Course Summary Report-Bachelor of
Opportuntity
• Service Taught Course Data-School of AAA
Spare pens and white board markers
Academic Leadership for Course Coordinators Program
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Activities
1. Participants are asked to complete the following in
the seminar:
a) Review and interpret the Annual Course Review
data for a course in groups.
b) Discuss the strengths and areas for improvement.
c) Prepare an Annual Course Review Report.
1. Participants are asked to review their own course
data, identify strengths and areas for improvement
and finally prepare an Annual Course Review Report.
As part of this process they might wish to consider
developing an action plan for improving the teaching
and learning within their course.
2. Results can be discussed through the Academic
Leaders Cafe.
2. PowerPoint presentation and discussion.
Academic Leadership for Course Coordinators Program
45
3.4 Module 4:
Developing Academic Leadership Capability 1
Carrying on from the introduction to academic leadership in the first module, in Developing
Academic Leadership Capability 1 participants are provided with more detailed information on
the theories, history and research on general leadership that inform current understandings of
academic leadership. In particular, this module will provide an understanding of the methodology
behind the 360˚ survey tool applied in this Program, and its relevance to participants in their
capacity as a CC. Participants are asked to complete the iCVF in the time between Developing
Academic Leadership Capability 1 and 2 (where the results are interpreted).
The MBTI Self-scorable M Forms should also be distributed in this session and participants
asked to complete them by the next session (Building the Course Team). Instructions for
completing the MBTI forms are available in the Program Resources.
Learning Outcomes:
• Be able to explain the general principles of the Integrated Competing Values Framework
(iCVF), a leadership measurement tool, to gauge personal leadership capabilities
• Understand the importance of 360° appraisal in leadership development (using the iCVF)
• Explore the value of peer coaching as a component of an overall leadership development
strategy.
Table 9: Developing Academic Leadership Capability 1 Resources and Activities
Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
PowerPoint file for this module
Audio visual support (if required)
Academic Leadership for Course Coordinators Program
46
Handouts:
• Vilkinas, T. B Leask and T. Rogers. “Developing
the Leadership Capability of Academic
Coordinators.” Paper presented at the Enhancing
Higher Education, Theory and Scholarship.
Proceedings of the 30th HERDSA annual
conference, Adelaide, South Australia 2007
• Example Email for iCVF Respondents (best
provided electronically)
• iCVF Diagram
• Developing Academic Leadership Capability 1
iCVF Competencies for Course Coordinators
• MBTI Self-Scorable Form M* (needs to be
completed prior to the next session). Provide the
form but do not supply the MBTI booklet until the
next session.
• Building the Course Team - MBTI Instructions
Spare pens and white board markers
Butcher’s paper for group work
Activities
1. In the Practical Activity for this module participants
are asked to complete the self-assessment. However,
the online participants can also use the iCVF online
survey if the group taking part is large enough.
1. Participants are asked to register for the iCVF
online 360˚ survey, which is carried out over the
following two weeks (dependent on your delivery
schedule). This is an online survey that the
participants administer themselves by approaching
appropriate respondents and entering their names
and email addresses.
2. If participants are reluctant to take part in the iCVF
due to their specific circumstances (eg., they are new
to the role or have difficult politics in their area) they
can opt for the less comprehensive self-assessment.
This is made available through the online LMS (for
example, Blackboard) and should be completed prior
to Developing Academic Leadership Capability 2.
3. In small groups participants are given one of the
six competencies from the iCVF (eg., monitor, broker,
innovator etc.). They are then asked to write words
and draw images that represent that aspect of the
CC role (eg., an image of a conductor could suit the
deliverer role).
2. Online participants are also directed to answer the
following questions on the Academic Leaders Café
discussion board:
a) How do your own personal views of leadership
align with what has been written about leadership, in
the general and academic perspective (refer to the
resources provided in this module)?
b) How does the Integrated Competing Values
Framework and the results of your 360˚ assessment
support you in determining your leadership
development needs?
c) What specific leadership development needs can
you identify for yourself?
3. iLecture.
* Information on where to purchase the MBTI resources can be found in 1.2.5 Cost of Running
the Program (page 23 of this guide).
Academic Leadership for Course Coordinators Program
47
3.5 Module 5:
Building the Course Team
In this module participants will be exploring teams and the Myers-Briggs Type Indicator (MBTI).
They will have undertaken the Myers-Briggs Type Indicator to identify their personality prior to
this session. The results will provide an understanding of their preferences in dealing with many
day to day situations independently and with others. It will also give them valuable insights into
why others behave and act the way they do. The participants are asked to apply this theory to
realistic work situations facing CCs. If this module sequence is observed, participants need to
be reminded to follow-up with their iCVF respondents.
Learning Outcomes
• Recognise how their own personality type supports and limits their leadership style using
the MBTI
• Apply personality theory to manage individuals and teams.
Table 10: Building the Course Team Resources and Activities Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
PowerPoint file for this module
Audio visual support (if required)
Handouts:
• Resource Manual: Introduction to Type and
Teams (MBTI)*
• Building the Course Team Scenarios
Spare pens and white board markers
Academic Leadership for Course Coordinators Program
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Activities
1. Having completed the MBTI Self-Scorable Form M
(distributed in the previous module), participants are
asked to move to either side of the room dependent
on their MBTI results. For example, those who are
Introverts to one side and Extroverts to the other
side. Each side then gets to ask the other why the do
things the way they do (for example, why Introverts
tend not to speak up during meetings).
2. Working in small groups and using the three
scenarios provided, participants are asked to develop
approaches to different situations related to course
quality using what they have learnt about personality
types and team dynamics. Group discussion follows.
1. In the Practical activity of this module participants
are asked to complete an online MBTI test (nonaccredited). The Self-scorable Form M could be
distributed to online participants with the instructions
for completion if desired (provided that the moderator
is accredited to carry out the MBTI).
2. Using the three scenarios participants are asked
to develop approaches to different situations related
to course quality using what they have learnt about
personality types and team dynamics.
3. Discussion to follow in the Acdemic Leaders Cafe.
3. PowerPoint presentation and discussion.
* Information on where to purchase the MBTI resources can be found in 1.2.5 Cost of Running
the Program (page 23 of this guide).
TIP! It is suggested that facilitators remind and encourage participants to continue
with their reflective journal practice and maintain their peer coaching relationships
(which in the online version will develop through the Academic Leaders Cafe).
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49
3.6 Module 6:
Developing Academic Leadership Capability 2
In this module, which builds on Developing Academic Leadership Capability 1, participants
explore in detail the operational roles as defined by Vilkinas & Cartan (2001), which are the
basis for the Integrated Competing Values Framework (iCVF). With this understanding, they are
better able to consider and interpret the results of their 360˚ leadership review and put together
an appropriate development plan. In the break between Developing Academic Leadership 1
and 2 it is recommended that the iCVF is completed. In this module participants should be
encouraged to reflect on their peer coaching relationships.
Learning Outcomes
• Review and understand personal leadership results using the iCVF
• Conceptualise a leadership development plan in line with experiential learning principles
• Further build their peer coaching practice network.
Table 11: Developing Academic Leadership Capability 2 Resources and Activities
Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
PowerPoint file for this module
Audio visual support (if required)
Handouts:
• Example Development Plan.
• Leadership Learning Development Template.
• Any other supplementary resources associated
with the iCVF to aid with interpretation of survey
results
Spare pens and white board markers
Academic Leadership for Course Coordinators Program
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Activities
1. In the first half of the session (prior to the break)
participants are put into small groups and asked to
discuss their individual results and interpret their
data.
2. In the second half, again in small groups, they are
asked to work on their individual development plans
(based on the earlier discussion and interpretation
of data). Facilitators move around the work to
address any questions that may arise and assist with
interpretation and suggestions for the development
plans.
1. Online participants are asked to complete a
development plan. The discussion board for this
module can be used by participants to discuss and
interpret their results and explore their development
plan.
2. iLecture.
3. PowerPoint presentation and discussion.
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3.7 Module 7:
Communicating with Emotional Intelligence
In this module, participants explore communication from an ‘intrapersonal’ perspective by
looking at their internal thinking and how this influences their leadership. Understanding their
internal dialogue, in turn, is designed to assist them with their interpersonal communication and
ability to work with emotional intelligence.
Learning Outcomes
• Develop strategies to monitor self-talk and its influence on personal performance
• Use a range of processes to reframe and manage interpersonal conflict
• Recognise key communication competencies for leadership.
Table 12: Communicating with Emotional Intelligence Resources and Activities Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
PowerPoint file for this module
Audio visual support (if required)
Handouts:
• Self-Talk Coaching Sheet
• How Good Are You At Managing Your Emotions?
• Self-Talk Exercise
Spare pens and white board markers
Academic Leadership for Course Coordinators Program
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Activities
1. Using the “Self-Talk Exercise” sheet, participants
are asked to work through an issue or situation for
which they have negative feelings and emotions.
They are asked to discuss the process with the
person next to them or their peer coach to help
identify and modify their self-talk in relation to this
issue.
1. Online participants are asked to carry out the same
“Self-Talk Exercise” using the associated sheet and
the “withhold” exercise.
2. Online participants are then asked to answer the
following questions in the Academic Leaders Café:
2. Participants are asked to share an issue where
they are experiencing a “withhold” with someone (see
slide 20 of the PowerPoint for this module). Group
discussion follows.
3. PowerPoint presentation and discussion.
a) Self-talk exercise. How might you be able to alter
the negative self-talk experience?
b) Self-talk coaching. What outcomes did you achieve
for yourself, for the situation?
c) Managing your emotions. What was your result?
How are you similiar? How are you different?
d) Barriers to effective listening. What barriers to
effective listening have you identified?
e) Feedback skills. How effective are you in giving
feedback?
3. iLecture.
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3.8 Module 8: Building Performance
In this module, participants will identify the causes of individual poor performance and develop
strategies to manage those within the limits of the CC role. It will give CCs valuable insights into
the causes of poor performance and the confidence to have a performance conversation with a
colleague or student, leaving them feeling that they want to perform better. With this information
participants will then be able to plan and conduct a performance discussion, including how to
manage thier actions and reactions, to better build effective relationships.
Learning Outcomes
• Work effectively with staff and students in their sphere of influence
• Identify performance problems using a framework
• Plan a performance coaching conversation
• Work with their line manager to deal with poor performance issues.
Table 13: Building Performance Resources and Activities Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
PowerPoint file for this module
Audio visual support (if required)
Handouts:
• Building Performance Worksheets and Scenarios
• Percy, Alisa, et al. 2008. The Red Resource: The
Contribution of Sessional Teachers to Higher
Education. Australian Learning and Teaching
Council.
DVD: We Need to Talk: Counseling Employees on
Performance Issues*
Spare pens and white board markers
Academic Leadership for Course Coordinators Program
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Activities
1. Participants are asked to review the case studies
or scenarios (from the handout provided) in groups
of three and use the Performance Conditions
Observation Checklist to determine the cause of
the performance problem in scenarios 2-4. Group
discussion to follow.
1. Online participants are asked to review the cases
studies or scenarios (from the Building Performance
Worksheets and Scenarios document) and use the
Performance Conditions Observation Checklisst to
determine the cause of the performance problem in
scenariois 2-4. Group discussion in the Academic
Leaders Café to follow.
2. Participants are asked to prepare a performance
discussion plan in groups of three (select 2
scenarios). Group discussion to follow.
3. In groups of 3 participants are required to role play
the provided scenarios (each person taking a turn
at the role of CC, the student/staff member and an
observer who provides feedback using a form).
4. PowerPoint presentation and discussion.
5. DVD screening (We Need to Talk: Counselling
Employees on Performance).
2. Online participants are then asked to prepare
a performance discussion plan to be shared in
the Academic Leaders Café or discussion and
feedback.
3. In groups of three participants are required
to role play the provided scenarios using Skype
(each person taking a turn at the role of the CC,
the student/staff member and an observer who
provides feedback using a form). Each person to give
feedback on their experience within the group. Share
experiences/issues with each other. Groups will be
allocated by the emoderator.
4. DVD webstreaming (We Need to Talk: Counselling
Employees on Performance).
* Information on where to obtain this DVD is available in section 1.2.5 Cost of Running the
Program.
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3.9 Module 9:
Leading Change and Managing Resistance
In this module participants will be exploring managing change and applying problem-solving
tools to support the change process. Examples from the CC role will be explored and discussed.
Learning Outcomes
• Determine the reasons for resistance to change
• Apply a range of problem-solving models to support the change management process.
Table 14: Leading Change and Managing Resistance Resources and Activities Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
PowerPoint file for this module
Audio visual support (if required)
Handouts:
• Scenarios and change management models
sheets
Butcher’s paper
Spare pens and white board markers
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Activities
1. Break participants into small groups and allocate
each group one of the three change management
models (SWOT, Force Field or Ishikawa) and
the relevant scenario. Ask each group to work
on the issues raised in relation to the model
and the scenario they have been given on the
butcher’s paper. General discussion follows (with
all participants) on the relevance, benefits and
shortcomings of the model they used for the change
issue they were addressing.
2. PowerPoint presentation and discussion.
1. Online participants are asked to work through
a change issue facing them now using one of the
change management models discussed in the
module notes. After completing this, they are asked
to discuss the benefits of their chosen model, its
shortcomings, and relevance for the change issue
with the group. Each Course Coordinator can
provide non-evaluative feedback to each other
on the suitability of the model chosen, and make
suggestions in relation to the approach taken. This
discussion takes place in the online discussion board.
2. iLecture.
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3.10 Module 10:
Developing Key Relationships
In this module participants will be exploring the concepts of coaching, managing upwards, and
building influence through networking. Given that CCs have limited or no line management
authority, this is a key module as it provides the CC with practical approaches to maximising
their influence.
Learning Outcomes
• Map the dynamics of their own role and relationship with their Head of School/Area
• Develop strategies to build influence in key peer relationships.
Table 15: Developing Key Relationships Resources and Activities Checklist
Face-to-face Sessions
Online
Resources
Catering
All materials are available in the Program Resources
(through the project website)
Attendance Sheet
Evaluation Forms
Running Sheet
PowerPoint file for this module
Audio visual support (if required)
Handouts:
• Understanding Your Supervisor.
• Understanding Yourself.
• The Level of Understanding Between You and
Your Supervisor.
• Communicating with Your Supervisor.
• Gabarro, J. and J. Kotter. 2005. Managing Your
Boss. Harvard Business Review. 83(1): 92-99.
Spare pens and white board markers
Academic Leadership for Course Coordinators Program
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Activities
1. In discussion with the person next to them ask
participants to work through the handout sheets
“Understanding Your Supervisor,” “Understanding
Yourself,” and “The Level of Understanding Between
You and Your Supervisor.” Discussion follows as well
as general question time.
1. Online participants are required to work through
the same sheets “Understanding Your Supervisor,”
“Understanding Yourself,” and “The Level of
Understanding Between You and Your Supervisor.”
Discussion follows as well as general question time in
the Academic Leaders Café.
2. PowerPoint presentation and discussion.
2. Online participants are asked to join a discussion
in the Academic Leaders Café to answer the following
questions:
a) What strategies have you used to manage your
Head of School successfully and why have these
strategies worked?
b) What experiences can you share about coaching
or mentoring either as a receiver or provider of
these development strategies? What supported and
detracted from the process and relationship?
c) What insights can you comment on about your
own peer coaching relationship that is part of this
leadership program for CCs?
3. iLecture.
3.11 Graduation Function
As suggested in the section dealing with the adaptation of the Program materials (1.2.3), the
graduation function can take several forms depending on your needs and the preference of your
participants. The purpose of the function is to distribute the certificates of completion, celebrate
their achievement, provide another networking opportunity, and further explore any issues
raised through participation in the Program. For example, this might include further discussions
towards developing support initiatives for CCs such as a CoP. This is an important aspect of
the Program, which acknowledges their participation and the contribution made by CCs toward
course quality. It is recommended that you invite a senior staff member, such as the Deputy Vice
Chancellor (Education), to present the certificates. This function is considered a key element of
the face-to-face Program delivery.
TIP! A certificate template is available in the Program Resources (formatted in
Indesign).
Academic Leadership for Course Coordinators Program
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4. Evaluation
As mentioned earlier in 2.3.3 Working with the Facilitation Team to Maximise Effectiveness, an
evaluation should be carried out at the end of each seminar using the Evaluation form (available
in the Program Resources). This is the primary source of information on the successful
reception of the Program, however, it may be worth considering some longer term evaluative
measures to ascertain whether the Program has impacted on practices in the workplace. As
discussed in greater depth in the project report, there is a need to explore supporting strategies
that can address systemic issues that prevent the uptake of leadership for academics in the CC
role. A singular approach is not sufficient.
To compliment the individual session evaluation, a more extensive evaluation form for the final
session is also available. However, it is suggested that you use both this extended form and the
standard evaluation form for the final session as using both gives you information on the overall
Program reception and the individual session.
It is essential that the facilitation team respond to the evaluative feedback as the Program
progresses in the appropriate manner (see 2.3.5 During the Face-to-face Seminars, page 36).
As part of this responsiveness, it is good practice to present the summary of the feedback for
the previous session at the following one and indicate what changes will be made in response to
their feedback.
Comments and suggestions from coordinators and facilitators to the Project Team on the
Program are most welcome and should be addressed to:
Sue Jones (Project Leader)
Curtin University of Technology, GPO Box U1987, Perth, Western Australia, 6845
Dean, Teaching and Learning, Faculty of Health Sciences
sue.jones@curtin.edu.au
Project Officer, Office of Teaching and Learning
(08) 9266 4094
Chair, Courses Committee
Building 105, Room 170
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5. Developing a Community of Practice
If desired, and the resources are available, the Program could be used as a means to promote
and start working toward establishing a community of practice (CoP) for CCs. In both the first
and the second pilot at Curtin participants were keen to maintain the networks and connections
they had made with other CCs as a consequence of participating in the Program. One of the
most often commented on—and highly valued aspects of the Program—was the opportunity
to meet and share issues and solutions with other CCs. As a result, at Curtin it is planned to
work toward supporting staff in this role by organising regular meetings in which CCs could
come together to talk about their needs, network, discuss issues and be introduced to new tools
relevant to their role. Work will also be undertaken in establishing a web based resource for
CCs, which will include profiles of Program alumni who have agreed to become peer coaches
to further support experiential learning through the expansion of peer coaching. The emphasis
on a CoP for CCs is a necessary part of capitalising on the key outcomes of the Program and
provides a mechanism with which to capture the voices of CCs to work toward addressing the
more systemic institutional barriers that undermine effective course leadership. It should be
recognised, however, that communities of practice require on-going, substantial support in the
initial stages if they are to be successful (Higgins, 2008).
6. Quick Guide: Problems and Solutions
Hopefully if you’ve followed the instructions outlined in this guide you will avoid most of these
problems or at least reduce their impact, however, each situation is different.
Resistance to “Management Speak”
This issue is discussed in more detail in the project report, and in some detail in this guide.
However well prepared you are this is likely to be raised at some point during the Program. The
best way to manage any possible resistance is to make the Program content relevant to the
individual participant. How will it help them meet their goals? More importantly, personalise the
Program by giving them the opportunity to work-shop an associated issue with assistance from
the group. Systemic barriers should also be acknowledged and work-shopped. Other strategies
include:
• Making them feel heard by giving them the opportunity to discuss their concerns
• Valuing the contribution of CCs through acknowledging their contribution, providing a
good venue and using the Program as a vehicle to address some of the systemic issues
that CCs face
• Acknowledging the imperfect nature of the Program
• Asking the group to share their approaches. How do they negotiate the tensions inherent
between business models of education and a strong existing work culture of collegiality?
• Encouraging participants to see the Program as a tool for them to work with change to
achieve their desired outcomes (in a realistic fashion)
• Ensure all scenarios/learning experiences are contextualised to the role of the CC rather
than using generic management scenarios.
Respond Badly to the iCVF Tool
Linked to a resistance to perceived management speak is a reluctance to undertake the iCVF.
Academic Leadership for Course Coordinators Program
61
Due to the collegial nature of academic work this kind of full 360˚ feedback from colleagues
can be problematic as managing one’s academic reputation can be more complex than in other
work cultures. Sometimes staff are reluctant to use the tool because they are new to the role
of CC or they have particularly difficult relationships within their area. If this is the case you can
offer them the alternative to the iCVF online tool, which is a simpler self-assessment (available
through Program Resources). Whilst this does not provide the kind of detailed feedback as
the full iCVF—nor is it tailored specifically to the CC role—it can provide enough information to
enable staff to work on a development plan. Whilst the self-assessment tool has been modified
it is still very business orientated and thus participants may find some of the language will grate.
Making this clear from the beginning is crucial. At the same time, stressing that the iCVF has
been tailored specifically to the CC role will encourage staff to use it. The iCVF cannot be done
independently as a sole self-assessment tool.
Some academic staff may also question the integrity of the iCVF’s design (the statistical
methodology). Again it is best to present the iCVF as merely a tool to provide an indication for
possible areas of development, rather than get into a discussion about its validity (although
directing them to the research behind the model is useful).
Missing Sessions
Academic staff are very busy and dependent on the schedule you have adopted for the
delivery of the Program there will likely be absences (conference attendance, illness, family
responsibilities and general workload will impact on attendance). In this event, direct them to
the website or the Blackboard site for readings on the missed session and also promote the
peer relationship as a way to help each other “catch up.” Presenting “teasers” at the end of
each session as well as good food and a focus on their needs will also encourage attendance.
Before the Program begins, decide on how many sessions they need to attend to receive a
certificate and make that clear at the outset (we required 70% of session attendance to receive
a Certificate and recognition for Teaching Performance Index points). You may want to overbook
the session to allow for natural attrition and for individuals who withdraw at the last minute.
Respond Badly to the Facilitator
As a facilitator it is important to consider and understand the impact of group dynamics and
what affects them. The gender, age, nationality, appearance, experience and/or personal style
of the facilitator may become the focus of negative attention. If this occurs it is necessary to shift
the approach or focus, one of the ways of doing this is to raise or lower the facilitator’s profile
in the session (as appropriate). An awareness of the impact of body language is central to
successful facilitation and should be considered. Evaluating each session and responding to the
feedback in subsequent sessions is essential.
History of Conflict Between Some of the Participants
The best way to manage this is to be sensitive to any apparent tensions between participants
and then provide opportunities for participants to work with different people in group work.
Forced grouping if tensions do exist will reduce the effectiveness of the session. At the same
time, providing space for participants to get to know each other before selecting their peer
coaches/learning partners is crucial.
Complaints About the Food or Venue
If you have asked participants whether they have any dietary restrictions at the outset this
shouldn’t be a problem, but often people neglect to let you know. If you receive complaints
Academic Leadership for Course Coordinators Program
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about the food or venue respond appropriately and indicate what action you are taking to rectify
the problem.
Issues With Peer Relationships
If you delay matching participants with peer coaches/learning partners until a few modules into
the Program, this will enable them to better know each other and hopefully avoid this challenge.
Peer coaching triads will also assist and alleviate any problems associated with the withdrawal
of an individual’s coach. Promoting the associated readings on peer coaching should also
help, but if a problem does arise the best course of action is to discuss with the individual who
has identified that there is a problem whether any actual conflict has occurred. If the issue is
more about a lack of commitment to meetings or an overall attitude of poor engagement then
encourage them to explore strategies to make a connection with that person. This will give
them an opportunity to practice some of the Program content (emotional intelligence, managing
conflict etc.). However, if conflict has already occurred then you should look at matching them or
encouraging them to align with another peer coach.
7. References
Bennis, W. 1989. On becoming a leader. Reading: Addison-Wesley.
Bunda, T. and N. White. Februrary, 2009. Tiddas showin’ up, talkin’ up and puttin’ up: Indigenous
women and educational leadership. What’s happening in leadership. Strawberry Hills, NSW:
Australian Learning and Teaching Council.
Gaither, G. 2004. Developing leadership skills in academia. Academic Leadership 2. 1.
http://www.academicleadership.org/leader_action_tips/Developing_Leadership_Skills.shtml
(accessed August 28, 2006).
Hellawell, D., and N. Hancock. 2001. A case study of the changing role of the academic middle
manager in higher education: between hierarchical control and collegiality? Research Papers in
Education 16 (2): 183-97.
Higgins, D. 2008. Promoting teaching & learning communities: institutional leadership project.
Strawberry Hills, NSW: Australian Learning and Teaching Council.
Kerka, S. 1996. Journal writing and adult learning. ERIC Digest 174.
Kolb, D. 1984. Experiential learning. Englewood Cliffs: Prentice-Hall.
Parish, D. and G. Lefoe. 2009.The green report:the development of leadership capacity in
higher education. Strawberry Hills, NSW: Australian Learning and Teaching Council.
Rowley, J., and H. Sherman. 2003. The special challenges of academic leadership. Managment
Decision 41 (10): 1058-68.
Scott, G., Hamish, C. and M. Anderson. 2008. Learning leaders in times of change: academic
capabilities in australian higher education. Strawberry Hills, NSW: Australian Learning and
Teaching Council.
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8. Contacts
Below is a list of contact details for the project and associated resources:
Leading Courses: Academic Leadership for Course Coordinators Project Leader
Sue Jones
Curtin University of Technology
Tel: (08) 9266 4094
Email: sue.jones@curtin.edu.au
Integrated Competing Values Framework (iCVF web survey tool)
Professor Tricia Vilkinas
University of South Australia
Tel: (08) 830 20 800
Email: tricia.vilkinas@unisa.edu.au
MBTI Resources
CPP Asia Pacific Pty. Ltd.
(PO Box 810)
Level 7, 369 Royal Parade
Parkville, Victoria 3052
Tel: 03 9324 1300
Fax: 03 9349 2155
http://www.austpsychpress.com.au/ITSAComTem/austpsychpress/index.cfm?SiteSpecificPrefix
=austpsychpress
DVD: We Need to Talk: Counselling Employees on Performance Issues Nicholas and Smith Pty
Ltd.: www.nicholasandsmith.com
Academic Leadership for Course Coordinators Program
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9. Program Resources
#
Reference
Description
File
Format
Pre-Program
9.0
Pre-Program
ALCCP Flyer
Indesign
9.1
Pre-Program
ALCCP Curriculum Map
PDF
9.2
Pre-Program
ALCCP Bibliography
PDF
9.3
Pre-Program
Sample invitation to participate email to CCs
Word
9.4
Pre-Program
Pre-participant survey cover letter
Word
9.5
Pre-Program
Pre-participant survey
Word
9.6
Pre-Program
Workbook tab dividers template
Word
9.7
Pre-Program
Workbook sample introduction
Word
9.8
Pre-Program
Workbook module introductions
Word
9.9
Pre-Program
Workbook front cover insert
PDF (A3)
9.10
Pre-Program
Workbook back cover insert
PDF (A3)
9.11
Pre-Program
Workbook spine cover insert
PDF (A3)
9.12
Pre-Program
Name badge template (ALCCP design)
Word
9.13
Pre-Program
Before you Begin LMS sample
Word
9.14
Pre-Program
Example introduction for LMS
Word
9.15
Pre-Program
Example welcome for LMS
Word
9.16
Pre-Program
ALCCP Banner
JPEG
9.17
Pre-Program
Before you Begin Banner
JPEG
9.18
Pre-Program
Academic Leaders Cafe Banner
JPEG
9.19
Pre-Program
Program Materials Banner
JPEG
9.20
Pre-Program
Reflection Banner
JPEG
9.21
Pre-Program
Staff Banner
JPEG
9.22
Pre-Program
LMS Icons (10 GIF files)
ZIP
ALCCP Certificate of Completion
Indesign
Post-Program
9.23
Post-Program
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General Resource
9.24
General Resource
Session Evaluation Form
Word
9.25
General Resource
Final Session Evaluation Form
Word
9.26
General Resource
Managing Workload
Word
Module Resources
Course Coordinator as Academic Leader
9.27
Module Resources
CC as academic leader module notes
Word
9.28
Module Resources
CC as academic leader PowerPoint
PowerPoint
9.29
Module Resources
CC as academic leader running sheet
PDF
9.30
Module Resources
Ladyshewsky (2003) Peer coaching article
PDF
Module Resources
Academic Leadership for Excellent Curriculum
9.31
Module Resources
Academic leadership for excellent curriculum module
notes
Word/PDF
9.32
Module Resources
Academic leadership for excellent curriculum running
sheet
Word
9.33
Module Resources
Academic leadership curriculum map
PDF
Module Resources
Leading a Course Review
9.34
Module Resources
Leading a course review module notes
Word
9.35
Module Resources
Leading a course review PowerPoint
PowerPoint
9.36
Module Resources
Leading a course review running sheet
Word
9.37
Module Resources
Annual course review template
PDF
9.38
Module Resources
Distribution of scores report
Excel
9.39
Module Resources
Evaluation of service taught units
PDF
9.40
Module Resources
Course summary report-bachelor of opportunity
PDF (A3)
9.41
Module Resources
Service taught course data-school of AAA
PDF (A3)
Module Resources
Developing Academic Leadership Capability 1
9.42
Module Resources
Dev academic leadership capability 1 module notes
Word
9.43
Module Resources
Dev academic leadership capability 1 PowerPoint
PowerPoint
9.44
Module Resources
Dev academic leadership capability 1 iLecture
Weblink
9.45
Module Resources
Dev academic leadership capability 1 running sheet
PDF
9.46
Module Resources
Example email for iCVF respondents
Word
9.47
Module Resources
iCVF diagram
PowerPoint
Academic Leadership for Course Coordinators Program
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9.51
Module Resources
iCVF Competencies for CCs
Word
9.52
Module Resources
Learning development template
Word
9.53
Module Resources
MBTI instructions
PDF
9.54
Module Resources
Self Assessment CVF Auto Scoring Template
Excel
9.55
Module Resources
Spidergram Automatic Mapping CVF
Excel
Module Resources
Building the Course Team
9.56
Module Resources
Building the course team module notes
Word
9.57
Module Resources
Building the course team PowerPoint
PowerPoint
9.58
Module Resources
Building the course team running sheet
PDF
9.59
Module Resources
Building the course team scenarios
PowerPoint
Module Resources
Developing Academic Leadership Capability 2
9.60
Module Resources
Dev academic leadership capability 2 module notes
Word
9.61
Module Resources
Dev academic leadership capability 2 PowerPoint
PowerPoint
9.62
Module Resources
Dev academic leadership capability 2 iLecture
Weblink
9.63
Module Resources
Dev academic leadership capability 2 running sheet
PDF
9.64
Module Resources
Example development plan
PDF
6.65
Module Resources
Sample iCVF report
PDF
9.66
Module Resources
Leadership learning development template
PDF
Module Resources
Communicating with Emotional Intelligence
9.67
Module Resources
Communicating with EI module notes
Word
9.68
Module Resources
Communicating with EI PowerPoint
PowerPoint
9.68
Module Resources
Communicating with EI iLecture
Weblink
9.69
Module Resources
Communicating with EI running sheet
PDF
970
Module Resources
Self-talk coaching sheet
PDF
9.71
Module Resources
How good are you at managing your emotions?
PDF
9.71
Module Resources
Self-talk exercise
PDF
Module Resources
Building Performance
9.72
Module Resources
Building performance module notes
Word
9.73
Module Resources
Building performance PowerPoint
PowerPoint
9.74
Module Resources
Building performance running sheet
PDF
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9.75
Module Resources
Building performance worksheets and scenarios
Word
Module Resources
Leading Change and Managing Resistance
9.76
Module Resources
Leading change and managing resistance module notes
Word
9.77
Module Resources
Leading change and managing resistance PowerPoint
PowerPoint
9.78
Module Resources
Leading change and managing resistance running sheet
PDF
9.79
Module Resources
Scenarios and change management models sheets
PowerPoint
Module Resources
Developing Key Relationships
9.80
Module Resources
Developing key relationships module notes
Word
9.81
Module Resources
Developing key relationships PowerPoint
PowerPoint
9.82
Module Resources
Developing key relationships iLecture
Weblink
9.83
Module Resources
Developing key relationships running sheet
PDF
9.84
Module Resources
Understanding your supervisor
PDF
9.85
Module Resources
Understanding yourself
PDF
9.86
Module Resources
The level of understanding between you and your
supervisor
PDF
9.87
Module Resources
Communicating with your supervisor
PDF
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