Understanding and defining programme leadership in a large institution
Forsyth, Rachel LU
and Powell, Stephen
(2022)
- Abstract
- In this chapter, the authors take a soft-systems methodology (SSM) (Checkland & Poulter, 2006) approach to problematising the role of programme leadership and developing with the learning community far-reaching solutions for effective programme leadership at a UK University. An appreciative inquiry (Cooperrider, 2017) allowed programme leaders (PLs) to describe many aspects of the role they felt worked well and a series of common concerns: clarity about expectations, responsibilities and workload allocations, and anxiety about effective prioritisation of tasks. Senior managers identified the issue of workload allocation challenging, and wanted to have more clarity about setting targets for various kinds for programmes, and identifying... (More)
- In this chapter, the authors take a soft-systems methodology (SSM) (Checkland & Poulter, 2006) approach to problematising the role of programme leadership and developing with the learning community far-reaching solutions for effective programme leadership at a UK University. An appreciative inquiry (Cooperrider, 2017) allowed programme leaders (PLs) to describe many aspects of the role they felt worked well and a series of common concerns: clarity about expectations, responsibilities and workload allocations, and anxiety about effective prioritisation of tasks. Senior managers identified the issue of workload allocation challenging, and wanted to have more clarity about setting targets for various kinds for programmes, and identifying links between key performance indicators for programmes and actions taken by PLs.
The authors, both educational developers, used data from their investigation to design a series of resources and activities to improve clarity around PL roles and expectations. At the same time, the university started to improve the reporting of key programme data and instituted a system for annual review. The chapter reports on these parallel activities, describes the challenges and makes proposals for carrying out similar work elsewhere and future developments. Mkonto assesses the value of this approach to other HEIs and HE cultures with specific focus on their South African context. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/998686db-9856-4628-8e33-0fe4c1d05899
- author
- Forsyth, Rachel
LU
and Powell, Stephen
- publishing date
- 2022
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- host publication
- Supporting Course and Programme Leaders in Higher Education : Practical Wisdom for Leaders, Educational Developers and Programme Leaders - Practical Wisdom for Leaders, Educational Developers and Programme Leaders
- editor
- Lawrence, Jenny ; Morón-García, Sue and Senior, Rowena
- pages
- 11 pages
- publisher
- Routledge
- external identifiers
-
- scopus:85136192047
- ISBN
- 9780367650155
- 9781003127413
- DOI
- 10.4324/9781003127413-6
- language
- English
- LU publication?
- no
- id
- 998686db-9856-4628-8e33-0fe4c1d05899
- date added to LUP
- 2022-10-12 18:28:01
- date last changed
- 2024-04-19 18:19:47
@inbook{998686db-9856-4628-8e33-0fe4c1d05899,
abstract = {{In this chapter, the authors take a soft-systems methodology (SSM) (Checkland & Poulter, 2006) approach to problematising the role of programme leadership and developing with the learning community far-reaching solutions for effective programme leadership at a UK University. An appreciative inquiry (Cooperrider, 2017) allowed programme leaders (PLs) to describe many aspects of the role they felt worked well and a series of common concerns: clarity about expectations, responsibilities and workload allocations, and anxiety about effective prioritisation of tasks. Senior managers identified the issue of workload allocation challenging, and wanted to have more clarity about setting targets for various kinds for programmes, and identifying links between key performance indicators for programmes and actions taken by PLs.<br/><br/>The authors, both educational developers, used data from their investigation to design a series of resources and activities to improve clarity around PL roles and expectations. At the same time, the university started to improve the reporting of key programme data and instituted a system for annual review. The chapter reports on these parallel activities, describes the challenges and makes proposals for carrying out similar work elsewhere and future developments. Mkonto assesses the value of this approach to other HEIs and HE cultures with specific focus on their South African context.}},
author = {{Forsyth, Rachel and Powell, Stephen}},
booktitle = {{Supporting Course and Programme Leaders in Higher Education : Practical Wisdom for Leaders, Educational Developers and Programme Leaders}},
editor = {{Lawrence, Jenny and Morón-García, Sue and Senior, Rowena}},
isbn = {{9780367650155}},
language = {{eng}},
publisher = {{Routledge}},
title = {{Understanding and defining programme leadership in a large institution}},
url = {{http://dx.doi.org/10.4324/9781003127413-6}},
doi = {{10.4324/9781003127413-6}},
year = {{2022}},
}