Using Improvement Science to (Re)Design Leadership Preparation: Exploring Curriculum Change Across Five University Programs

Abstract

In this article, we describe the challenges faced by a network of universities embarking on program improvement to navigate the inclusion of powerful learning experiences (PLEs) in existing curriculum. We find that embedding PLEs requires more than structural adjustments to existing curriculum and that the tools we have been using to consider such changes may need refining. Our findings suggest that curriculum changes necessitate new ways of working together and of structuring time within faculty work; yet, many faculty members are not prepared to make such adjustments and are not provided the types of resources that are necessary for success.

Curriculum enablement and posthumanism: Pathways for creating and implementing a community development curriculum

“…Recent studies show that the exhaustive use of the posthuman concept as a compelling curriculum design strategy has generated a debate in posthuman scholarship (Bayley, 2016). And this is happening when there is little consensus in describing contemporary society as outrightly posthuman (Stone-Johnson & Hayes, 2021). As a result, a mid-point solution to this debate has seen some proponents arguing that curriculum design must be meaningfully adaptive to societal changes (Čepić & Papak, 2021).…”

“…This study's focus suggests a sustainable framework for a responsive community development curriculum that ensures exit-level outcomes and emphasises a transformative praxis. In a broad discussion on enablement, scholars have identified six enablement pillars that are applicable and critical to an effective community development curriculum in a posthuman era (Zembylas, 2018;Stone-Johnson & Hayes, 2021). The table below outlines the six pillars and their application to a community development degree in a posthumanist context.…”

Interweaving resilience: leadership of continuous improvement partnerships and Mary Parker Follett's theory of relational process

“…, 2020) and the University Council of Educational Administration's (UCEA) Program Design Network (PDN) (Winn et al. , 2019; Stone-Johnson and Hayes, 2021).…”

“…Several initiatives have adopted university-district continuous improvement partnerships as crucial both to systems change at the district level as well as program change in higher education to align leadership preparation programs with the actual and emerging leadership needs of districts. Several national consortia have embraced continuous improvement partnerships as essential to the improvement of leadership preparation, including the Wallace Foundations' (2016) University Preparation Program Initiative (UPPI), the Carnegie Foundation for the Advancement of Teaching's Improvement Leadership and Development (iLEAD) alliance (Gomez et al, 2020) and the University Council of Educational Administration's (UCEA) Program Design Network (PDN) (Winn et al, 2019;Stone-Johnson and Hayes, 2021).…”

Liderazgo en instituciones de educación superior: Un análisis a través de Bibliometrix R

“…Aquí se encuentran estudios realizados en países como Estados Unidos [47,48,49,50,51,52], Canadá [53], Australia [9,54], Nueva Zelanda [16], Finlandia [55], Reino Unido [56], Suecia [57], Ucrania [58], China [59], Malasia [60], Sudáfrica [14], Emiratos Árabes [61] y España [62,63]. Igualmente, se encuentran iniciativas que cuentan con participación internacional (ejemplo [64]).…”