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Succeeding@Griffith Next-generation partnerships across the student lifecycle

Succeeding@Griffith Next-generation partnerships across the student lifecycle. Professor Alf Lizzio Director GIHE. Things are going okay....aren’t they?. Is there a need to do anything more or different?. Is there a need to do anything more or different?. Extrinsic Rationale

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Succeeding@Griffith Next-generation partnerships across the student lifecycle

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  1. Succeeding@GriffithNext-generation partnerships across the student lifecycle Professor Alf Lizzio Director GIHE

  2. Things are going okay....aren’t they?

  3. Is there a need to do anything more or different?

  4. Is there a need to do anything more or different? Extrinsic Rationale • What does our performance data tell us? • How are we placed in the local market? • What slice of the ‘internal funding cake’ are we getting? • How well-placed are we to tell a credible ‘external accountability’ story?

  5. Is there a need to do anything more or different? Intrinsic Rationale • How well-equipped are our graduates to meet and lead the future? • How engaged and satisfied are our students? • How engaged, effective and satisfied are our teaching staff? • How integrated and sustainable are our programs and practices?

  6. What’s your sense?

  7. From where I’m standing....there is absolutely no need to move!

  8. What strategy, if any, may be appropriate to our circumstances?

  9. What strategy may be appropriate to our circumstances? Principles • Alignment with Griffith Academic Plan • Coherent framework at a Group level • Flexible enough to respond at program level • Builds on and integrates current practices • Has some built in ‘stretch’..but not way out of our comfort zones • Must be future focused!

  10. What strategy may be appropriate to our circumstances?

  11. How good a guide is the past to our future?

  12. How well can we anticipate and engage with the future? IIts It’s the future Jim..... but not as we know it!

  13. Perhaps some ‘safe-ish experimentation’ maybe helpful to our purposes....

  14. If we always do what we’ve always done.......we’ll always get what we’ve always got.

  15. What strategy may be appropriate to our circumstances?

  16. What strategy may be appropriate to our circumstances?

  17. What strategy may be appropriate to our circumstances?

  18. What strategy may be appropriate to our circumstances?

  19. What strategy may be appropriate to our circumstances?

  20. What the....!

  21. Next-Generation PartnershipsWhat’s the big idea? “..........ways of working together which operationalize the values and culture required to stimulate and sustain authentic and future-focused quality enhancement”.

  22. The ‘big cultural shift’ is from.......

  23. The ‘big cultural shift’ is from....... Independence

  24. The ‘big cultural shift’ is from....... Independence Interdependence

  25. In making this shift we may need to have a little barbie......

  26. Sacred Cow 1: Academic freedom? This is my course.............rack off!

  27. Sacred Cow 2: Collegiality? How do we put collegiality to work?

  28. Sacred Cow 3: Manageralist conspiracy theory? Rage against the corporate machine!

  29. Sacred Cow 4: Occupational Skepticism? Critical thinking, without hope, quickly becomes cynicism

  30. Next Gen partnerships...we do need an effective balance of ....... Individual leadership and responsibility

  31. Next Gen partnerships...we do need an effective balance of ....... Individual leadership and responsibility Collective focus and accountability

  32. Next Gen partnerships...we do need an effective balance of ....... Individual leadership and responsibility Collective focus and accountability Strategic Thinking

  33. What are some of the desirable features of purposeful ‘next generation’ partnerships between....? • Schools and the Group? • Academic and Professional staff? • Academic Colleagues? • Teachers and Students? • Student Colleagues? • University and the Field? • Profession and Discipline?

  34. Required shifts between... • Staff and Staff From ‘my course to ‘our program’ • Staff and Students From ‘my course’ to ‘our course’ • Academic and Professional Staff From ‘host and house guest’ to ‘flatmates’

  35. Next-generation teacher-student partnerships....? Being responsive to next-generation ways of.... • Understanding • Relating • Learning • Contributing Working together in ways that consciously... • Models what we espouse • Creates social and cultural capital

  36. What do we know......about student partnerships..? Quality student-centred relationships in conjunction with product quality enhances the likelihood of students recommending a School than either factor alone. Substantial variance of ‘good teaching’ (CEQ) is accounted for by relational facets (e.g., staff care what students think, etc). Students identification with their School is strongly predicted by their perceptions of the quality of their fair treatment. Alumni engagement is predicted by the recollected quality of treatment as a student.

  37. Implications... Educational quality can never be fully understood or realised in exclusively technical terms. Both design and culture are important considerations and additive in their effects.

  38. Implications... Educational quality can never be fully understood or realised in exclusively technical terms. Both design and culture are important considerations and additive in their effects. Partnership.....may not be a new idea or a comfortable idea....but it is a increasingly necessary idea.......for all of us!

  39. Why so much emphasis on partnership? It is the cultural heartland of the strategy......main fuel for sustainable improvement

  40. Lifecycle Partnerships.... ItIts It’s the vibe of the thing!

  41. What strategy may be appropriate to our circumstances?

  42. Student Lifecycle

  43. Student LifecycleImagined and experienced

  44. STUDENT LIFECYCLE ? Clarifying & Choosing Aspiring & Exploring TRANSITION TOWARD UNIVERSITY

  45. STUDENT LIFECYCLE ? Joining & Engaging Committing & Preparing TRANSITIONIN Clarifying & Choosing Aspiring & Exploring TRANSITION TOWARD

  46. ? Building on Success WorkingforEarlySuccess TRANSITION THROUGH Joining & Engaging Committing & Preparing TRANSITION IN Clarifying & Choosing Aspiring & Exploring TRANSITION TOWARD

  47. Partnering & Continuing ? Focusing Future Success TRANSITION UP Building on Success Working for Early Success TRANSITION THROUGH ? Joining & Engaging Committing & Preparing TRANSITION IN Clarifying & Choosing Aspiring & Exploring TRANSITION TOWARD

  48. Partnering & Continuing ? Focusing Future Success Professional Identity Building on Success Working for Early Success Graduate Identity ? Joining & Engaging Committing & Preparing Student Identity Clarifying & Choosing Aspiring & Exploring Potential Student Identity

  49. What are the implications of student lifecycle thinking? • Students’ identities, needs and expectations evolve and mature. • The markers they use to judge ‘quality’ correspondingly change. • Effective programs are responsive to and facilitate student maturity • The domains of evolution are reasonably predictable and amenable to intervention

  50. One roadmap......The ‘Five-Senses’ of Evolving Success Sense of Capability Sense of Connectedness Sense of Identity Sense of Purpose Sense of Resourcefulness

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