Course Coordinator as Academic Leader

1. Course Coordinator as Academic Leader

2. The Team! Introduce your Program facilitating team and their roles.Introduce your Program facilitating team and their roles.

3. Program Overview Value your feedback! Provide background information on the Program relevant to your context. For example, the Program was developed at Curtin University of Technology as part of an ALTC leadership grant.Provide background information on the Program relevant to your context. For example, the Program was developed at Curtin University of Technology as part of an ALTC leadership grant.

4. Group Demographics 53% are UG coordinators, 30% PG, and 17% both UG and PG 47.8% have courses at regional campuses and 8.7% offshore The number of locations varies from 1-9 The majority of you (43.5%) have been CCs for > 25 months, 26% for < 1 year and 30.5% for 12-24 months Example data from the pre-participant survey for discussion with the group (slides 4 -7). The purpose of using this information is to begin to form the group by giving them an understanding of who they are, what their views of leadership are and what they want from the Program. Example data from the pre-participant survey for discussion with the group (slides 4 -7). The purpose of using this information is to begin to form the group by giving them an understanding of who they are, what their views of leadership are and what they want from the Program.

5. Pre-Participant Survey—Leadership

6. Academic Leadership: Different From General Leadership? Requires greater consultation and more detailed explanation to convince academics (and students) that change is worthwhile and beneficial Academics—assuming I am leading a team—are used to being very autonomous and have great expertise in many areas Requires more collaborative and considerate approach—low “boss” mentality, rather leading co-workers and colleagues The same principles apply to leadership in all organisations. But they differ very much in their application to different environments Not sure/ Don’t know but would like to find out Have to deal with well educated people

7. What You Want From the Program Enhance leadership skills in a changing environment Understanding academic leadership Assistance in managing staff and students Tips on balancing teaching, research and administrative loads Clearer understanding of role and the university’s expectations Different perspectives on CC role and how others do it

8. Discussion 3 things about your role which are great 3 things which grate! Ice breaker: Ask them to work in small groups to discuss three things that are great about their role as a CC and three things that grate. General discussion to follow with an explanation of how the Program will help them address these issues. If you have run the Program once it is useful to have a past participant speak to the group on how they found the Program, and how it addressed their key issues in the role.Ice breaker: Ask them to work in small groups to discuss three things that are great about their role as a CC and three things that grate. General discussion to follow with an explanation of how the Program will help them address these issues. If you have run the Program once it is useful to have a past participant speak to the group on how they found the Program, and how it addressed their key issues in the role.

9. Things which are great! Autonomy Pastoral role—assisting students achieve their goals Stimulating Satisfying—when you have a “win” Potential for continuous improvement Having a “big picture” view Diversity of students/issues Role modelling (including the profession) Teaching Staff development

10. Things which grate! Never stops Multi-tasking (stimulating and exhausting) Cumbersome systems Complexity of hierarchies and administrative processes CCs not being budget managers Frustration—responsibility but no line authority CCs not budget managers Decisions not being made in a timely fashion Urgency of deadlines Managing standards and consistency in different locations Colleagues who don’t deliver (academics and professional staff)