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From Managerial Fad to Mainstream Academia or As You Like It

From Managerial Fad to Mainstream Academia or As You Like It. Dr Sue Speakman and Billy Frank. Background to PDP at Edge Hill. “Part of a strategy to develop transferable skills across its undergraduate courses, embedding them into the culture of teaching and learning at Edge Hill”

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From Managerial Fad to Mainstream Academia or As You Like It

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  1. From Managerial Fad to Mainstream Academiaor As You Like It Dr Sue Speakman and Billy Frank accredited by Lancaster University

  2. Background to PDP at Edge Hill “Part of a strategy to develop transferable skills across its undergraduate courses, embedding them into the culture of teaching and learning at Edge Hill” Edge Hill Teaching and Learning Policy statement, 1993 accredited by Lancaster University

  3. The Edge Hill approach to PDP • Integrates the process of personal development into the teaching and learning strategy • Develops a coherent strategy within individual programmes to bring together core skills and subject benchmark standards • Reinforces the role of the personal tutor • Focuses upon development for life-long learning accredited by Lancaster University

  4. Key features of the Edge Hill PDP • Informative • Aspirational • Evaluative • Developmental • Embedded • Supported • Customised accredited by Lancaster University

  5. Developing and using PDP • Generate staff interest and motivation • Create an interactive site for students • Encourage/require subject ownership of the development of PDP • Provide opportunities for students to develop the PDP to their individual needs accredited by Lancaster University

  6. Coping with multiple use Student Experience Individual Subject Area Academic Discipline Institutional Framework External Environment accredited by Lancaster University

  7. Identifying models (I) • Model One: Product lifecycle • Innovators • Early Adopters • Late Adopters • Laggards accredited by Lancaster University

  8. Identifying models (II) • Model Two: Lewin’s Driving and Restraining Forces • Pragmatism • Cynicism • The Helping Hand • Empathy accredited by Lancaster University

  9. Identifying models (III) • Model three: Planning Model (Cummings and Worley, 1993) • Scouting • Entry • Diagnosis • Planning • Action • Stabilisation • Termination accredited by Lancaster University

  10. Department Case Studies (I) • Geography (WebCT) • Subject modified key skills audit • Exercises embedded in level I seminar programme • Use of calendar to maintain momentum • Use of group discussion and individual email to connect with subject/personal tutor accredited by Lancaster University

  11. Department Case Studies (II) • Drama (Database) • Tracks key learning outcomes across the programme • embeds key generic skills in the learning outcomes • Continuous feedback and reflection between tutors and students • Future potential accredited by Lancaster University

  12. Summing Up Lessons learnt: • Avoid ‘one best way’ • Try a range of strategies • Share ideas and information • Provide academic rationale • Devolve ownership • Don’t give up! accredited by Lancaster University

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