Change Leadership, Management and Strategies to Promote Quality University Teaching and Learning

Abstract

This chapter provides an overview of change leadership and management strategies to promote the quality of university teaching and learning. It draws attention to the organisational contexts of universities that encompass change leadership processes, emphasizing the need for whole-of-university approaches and ‘joined-up' policies, plans and procedures that support teaching. The discussion is organized in terms of five principles of action (McInnes et al., 2012). These are (1) Shape the strategic vision that puts student learning and student experience at its core; (2) Inspire and enable excellence; (3) Devolve leadership of learning and teaching; (4) Reward, recognize and develop teaching; and (5) Involve students.

Perceptions and Unmet Expectations of Undergraduate Students on the Role of Counselling in Academic Achievement: Implication for Academic Development Program Review

“…It is pertinent to restate the fact that academic development involves both academic and professional staff working together in strategic activities to enhance learning and teaching in universities (Hunt & Chalmers, 2017). The implication is that there is an obvious gap in knowledge and practice.…”

“…Academic development involves academic and professional staff in strategic activities that enhance learning and teaching in universities (Hunt & Chalmers, 2017). Counselling underpins the 'student support services' that have been adopted as an efficient academic mechanism all over the world.…”

“…That is, there are various types of strategic supports rendered to enhance students' success (Midkiff & Grinage, 2017), counselling is one such activities. In order to achieve the target of academic development, it is supposed to put student learning and experience at its core (Hunt & Chalmers, 2017).…”

“…In a University with an established department of counselling psychology, a functional school counseling program/service is in existence as expected, but whether the counselling service is being voluntarily advertised to, and sought after by the students are unknown. Further, given that academic development involves academic and professional staff (Hunt & Chalmers, 2017), school counselling is supposed to involve the teachers (Lam & Hui, 2010), and enhance the student-teacher relationship. Guided by the knowledge that students' perception and utilization of counselling services are under-researched (Gaughf, Smith, & Williams, 2013), the perceptions of undergraduates regarding the role of counseling service and its perceived importance in their journey towards academic achievement vis-à-vis in achieving their academic development are also unknown.…”

Why recognising and rewarding excellent teaching in universities matters for students

“…In terms of number of institutions that have engaged in the Fellowship activities with their representatives in senior leadership roles (Hunt & Chalmers, 2017), it is estimated that 60 Australian higher education institutions were involved, including the majority of the 40 universities. Internationally, more than 230 international institutions were involved through direct communication and/or participation in presentations and workshops through the Fellowship program 2015-2017.…”