Fieldwork Coordinator as Academic Leader

1. Fieldwork Coordinator as Academic Leader Developing Fieldwork Coordinator Leadership Capability

2. We acknowledge the Traditional Owners of this Land, the WajukNyungar people, and pay respect to the Elders of their community

3. On behalf of Curtin I would like to welcome you to the Academic Leadership for Fieldwork Coordinators Program and thank you for the significant commitment you are making to improve the quality of teaching and learning through fieldwork and improving graduate employability within our courses. DVC (Education) Welcome

4. The Team

5. Program Overview

6. Learning outcomes and plan On successful completion participants will: • Understand the role of the fieldwork coordinator as an academic leader • Understand the concept of academic leadership in the context of fieldwork education • Recognise the importance of building the scholarship of teaching and learning in fieldwork education

7. Group Demographics • 50 % are UG coordinators, 19% PG, and 43% both UG and PG • Most of you are in health (50%), 28% society and culture, 14% in education and the rest are in architecture, information technology and management and commerce • 44% have been FCs for < 1 yr, 19 % for 1-3yrs, 19% 4-6 yrs, and 19% 10+ yrs (120yrs+!!) • 47% spend 10-20% of your time on FC, 27% spend ≥80% and 14% spend 40-50% of time on FC

8. Pre-Participant Survey - Leadership

9. What You Want From the Program • More awareness of own skills/gaps and formulating a plan to improve • Understanding what is involved in FW for large nos students • See/ hear how others apply WIL • Skills to provide a better fieldwork learning experience for students • Assistance in managing students to ease workload • Networking, ideas for creatively engaging fieldwork partners, innovation in fieldwork, leadership ideas • Clearer understanding of Curtin’s philosophy, political stance and processes relating to industry partners • Dealing with partners who have a particular approach and are unwilling to align with Curtin's processes, academic regulations and stds • How to manage time & people and translate vision into reality/action • Learn to negotiate effectively

10. Introduce yourself to two other people (at least one with different coloured sticker) • Review cards and discuss the relationship with your own leadership style • Discuss one aspect that is great and one that ‘grates’ about your role

11. Discussion Great! Grate! People Poor performance (students and industry partners) Paperwork/administration Inflexibility from partners Managing industry expectations Students lack of appreciation Tension in finding common ground Student negative behaviour effecting partnerships • People • Variety • Successes (students and industry partners) • Setting up a new partnership • When it all works out! • Value to students—being part of that • Proactive positive students

12. Why Leadership in Fieldwork? • CEQ – GSS (DEEWR compacts); GDS • Growing competition • Graduate employability • AUQA recommendation – WIL opportunities equitable • Opening up of access → diversified student body • Changes in funding (esp Health; base funding review) • Pressure to generate new sources of income • Rapid growth in HE export market • Challenge of maintaining standards with changing nature of the student cohort • Students seeing themselves as consumers • Changing characteristics of a new generation of students (GenY/Z)

13. Leadership succession crisis • Focus on effective change mgt and implementation • Excellent leadership needed at all levels to remain competitive • Fieldwork Coordinators (FC) not represented

14. FC Survey Results Demographic Information • Majority of respondents were women (58.5%) • From education and health sciences • Curtin University (63%), CSU (37%) • Most respondents had ≤ 3 years of FC experience (Curtin 47%, CSU 59%) • Some had >10 yrs (Curtin 26.5%, CSU 27.3%)

15. Time on Fieldwork

16. Focus of Fieldwork

17. Capabilities and Competencies Identified by FCs • Interpersonal capabilities (empathising and influencing) • Cognitive capabilities (flexibility, responsiveness, strategy, diagnosis) • Personal capabilities (commitment, decisiveness, self-regulation) • Skills and knowledge (self-organisational skills, university operations, T&L)

18. Fieldwork Coordinators • Dedicated staff • Enjoy helping and seeing students develop and grow • Enjoy implementing effective fieldwork programs • Liaising with industry • Building partnerships, keeping up with current practice

19. Challenges • Competition for placements and no. of placements required • Slow admin processes, bureaucracy • Lack of recognition, reward and institutional support • Lack of time!!! • Workload—life/work balance • Managing partnerships • Managing poor performance (students/ staff) • Managing student diversity and incivility

20. Development Priorities • Time management • Leadership development • Networking • Assessment and moderation • Scholarship of teaching and learning

21. The road to masteryFrom novice to expert… • Novice Learn facts and rules • Advanced beginner Apply the rules and Discover certain basic patterns • Competence Develop your own rules-of-thumb and Engage in calculated risks • Proficiency Calculation and analysis disappear – you unconsciously “read” the situation • Expertise Adapt to constant change, and Intuitively acts upon different situations appropriately What you… Know Know you Don’t Know Don’t Know you Don’t Know Backward Reasoning …..…. Forward Reasoning Chapter 10: Integration and the road to mastery. Quinn et al. (2007). Becoming a master manager. A competing values approach. NJ: John Wiley & Sons, Inc.

22. Boyatzis’s 5 Discoveries (Goleman, Boyatzis, McKee, 2002) • My Ideal Self: Who do I want to be as a FC? • My Real Self: Who am I now as a FC? • My Learning Agenda • Experimenting w New Behaviours • Developing Trusting Relationships Information from 360 degree assessment My Strengths My Gaps Coaching

23. Leadership Capability Framework Scott et al (2003) Capability Inter- Personal Personal Cognitive Role specific Generic Competency Capabilities that count!

24. Personal Commitment to FW excellence; achieve best outcome Self regulation (considered decisions, knowing self, life/work balance, calm under pressure) Decisiveness (take hard decisions, tolerate ambiguity, values/ethical) Commitment (energy & passion, perseverance) Leadership Capability Scales & Items

25. Personal Commitment to T&L excellence; achieve best outcome Self regulation (considered decisions, knowing self, work/life balance, calm under pressure) Decisiveness (take hard decisions, tolerate ambiguity, values/ethical) Commitment (energy & passion, perseverance) Leadership Capability Scales & Items Interpersonal • Influencing (peers, FW partners & up; motivating; networking; feedback) • Empathising & working productively (transparent & honest, cultural competence) • Develop & contribute to teams • Motivating others • Giving/receiving feedback constructively

26. Cognitive Diagnosis (underlying causes, recognising patterns, identify core issue from mass of information) Strategy (see & act on opportunities, creative, best way to respond, priorities) Flexibility & responsiveness (adjusting, sense of learning, no fixed answers) Leadership Capability Scales & Items

27. Cognitive Diagnosis (underlying causes, recognising patterns, identify core issue from mass of information) Strategy (see & act on opportunities, creative, best way to respond, priorities) Flexibility & responsiveness (adjusting, sense of learning, no fixed answers) Leadership Capability Scales & Items Generic and Role-specific Competency • Learning & teaching (fieldwork pedagogy) • FW curriculum and assessment design • Evaluation • Dissemination of good practice • University operations • Self-organisation skills

28. Integrated Competing Values Framework (ICVF) A leadership model that is designed to build your capabilities at an academic level now and in the future The ICVF conceptualises academic leadership as: • Having competing demands (paradoxical) • Requiring behavioral and cognitive complexity • Involving critical observation • Involving reflection and learning

30. Review ICVF In groups of 5 • Using the ICVF model - write some words or phrases a fieldwork coordinator would use when in each role

37. Scholarship of T&L • Evidence based approach to FW • Design, implementation, evaluation, processes and outcomes • Improve recognition of FW coordinators • Evaluation of interventions, dissemination of findings • Mechanism to demonstrate • Scope of influence and responsibility, levels of performance, outputs, quality and impact of work, reputation and recognition

38. How Will This Process Benefit You? Use it: For academic promotion At your performance management meeting To develop your academic leadership capability Progress an action related to improving your fieldwork program

39. FC as academic leader Delivering an effective FW program Role of quality in FW programs Developing FW Partners for student learning Creating and sustaining FW partnerships Innovation in FW and managing change Personal leadership capabilities and their development Theoretical framework Experiential learning case/problem-based “Toolkit” 360° feedback ICVF Peer coaching/self-reflection/ journaling Online resources (refer to file) Program Overview