Education leadership at study programme level – what does it mean and is it well defined?

NameBS I.1_Kjeldstad.pdf
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Year2011
Author(s)Berit Kjeldstad
Abstract
The workshop will explore why academic leadership matters in developing education, quality assurance reforms and qualification frameworks where study programmes are developed based on learning outcomes, credits and different types of learning. Many universities have introduced predefined study programmes for most students. In Norway, this principle was introduced in 2003 as a part of the Bologna Process. Some programmes are inter-disciplinary and students take courses at many departments or at different faculties. Others are more mono-disciplinary and students belong to a certain group. In both cases academic responsibility for the whole programme can be unclear. Quality improvement is usually done in each course separately. Responsibility is often taken by the professor him/herself to improve quality. Less attention is given to how the different courses interact with each other. This requires an academic leadership beyond course management and administrative procedures. Is this well established? Is leadership necessary? Can one level be identified as having the “core” responsibility? There is a need to view teaching and learning as a collective responsibility, which requires academic leadership and a discussion about responsibility between university leadership, administration management and individual academics. The workshop will introduce some questions we have addressed in Norway. We will discuss how relevant this is for other countries.
CategoriesQuality of HE » 2011 6th EQAF