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Educational leadership in today’s higher education sector

Educational leadership in today’s higher education sector. Higher Education Summit, Auckland 10 th March 2011 Peter Coolbear. What’s my perspective?. From an agency charged with improving teaching and learning What do we see? The brilliant co-existing with the indifferent

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Educational leadership in today’s higher education sector

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  1. Educational leadership in today’s higher education sector Higher Education Summit, Auckland 10th March 2011 Peter Coolbear

  2. What’s my perspective? • From an agency charged with improving teaching and learning • What do we see? • The brilliant co-existing with the indifferent • Great ideas gaining traction: great ideas never getting off the runway • Variability in organisational performance • Decisions made on assertion and anecdote • Practice inertia (unquestioning continuation of historical practices) • Misalignment of resources with learner needs

  3. Plan of this presentation • The changing policy context for tertiary teaching and learning • How should we think about educational leadership in this changed context – what are the dimensions of educational leadership? • Proposition: • We need to move to a more evidence-based, model of educational leadership at all levels within tertiary organisations

  4. Levels of Educational Leadership • At individual practitioner level • Middle management • Senior management • Governance • System

  5. The context: an ambitious “value for money” reform package around educational performance • There’s a new game in town! • It’s no longer about inputs and systems …. It’s about outcomes and many of the outcomes could be better

  6. The context: an ambitious “value for money” reform package • Publication of Educational Performance Indicators • New quality enhancement processes based on self-assessment and external evaluation and review • Targeted review of qualifications pre-degree and a new model for the tertiary qualifications framework • Specific governance expectations • Capped funding

  7. Underlying drivers for these reforms • Massification of Tertiary Education - massive increase in expenditure • Tertiary education as an investment: what’s the RoI: • for the individual? • for the nation? • Perceptions of waste and duplication of effort • Perceptions that resources spread too thinly for effective spend • Accountability issues • International comparisons • Deadweight costs • Lack of trust? • Expectations of new technologies

  8. Student success7 year completion rates of NZ students enrolling in 2003 Source: MOE census data for 7 year completion rates all domestic students, all f/t + p/t (September 2010)

  9. Variability in provider performance * Range excludes significant distance providers Source: TEC Educational Performance Indicators for 2009 (September 2010)

  10. The skills of Educational Leadership • Professionalism • Evidence-based decision making • Ability to share vision and values across the organisation • Bravery • In the end, it’s about people

  11. The functional dimensions of Educational Performance: Educational leadership needs to address all three:

  12. TEC EPIs • Value-add measures • Participation rates • Level of academic challenge • Employability

  13. Community perceptions and positioning • Employer endorsement of graduate outcomes • National recognition of educational excellence / initiative / innovation • Peer reviewed research • Consultancy / outreach

  14. Evaluative questioning • Evidence gathering • Evidence collation and interpretation • Benchmarking • Acting on the evidence

  15. AkoAotearoa undertaking work with ACER and New Zealand Universities and ITPs • Universities: data interpretation • 10 polytechnics – NZ report due March

  16. Average student engagement scale scores by qualification type in ITPs

  17. Targeting and prioritising from evidence about what works and what doesn’t work What are the best value for money interventions to improve learner outcomes? What can we stop doing without much impact on learner outcomes? What should we be doing to further build our reputation / key partnerships / establish points of difference? What evidence should we collect to support the stories we tell?

  18. How do we grow Educational Leadership in our organisations? • A learning organisation grows leaders • Is managerial numeracy a problem? • A professional association for tertiary educational leadership? • How do we improve the attractiveness of middle management positions in educational organisations?

  19. Where does AkoAotearoa fit in? • Support development of practice • Leadership in evidence-based change • Strengthen the research base on which tertiary education practice and policy develops in the future • Identify and share good practice • Raise professional expectations of tertiary teachers and organisations

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