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Dialogue and courage

Dialogue and courage . Dr Dilly Fung ASPIRE Symposium 2013. Overview. N ational and international drivers for staff development and reward. Creating values-based, developmental s paces.

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Dialogue and courage

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  1. Dialogue and courage Dr Dilly Fung ASPIRE Symposium 2013

  2. Overview

  3. National and international drivers for staff development and reward

  4. Creating values-based, developmental spaces Despite the exigencies of markets, entrepreneurialism, bureaucracy and globalisation … that characterise universities, they still have options before them. (Barnett, 2011: 10)

  5. Also giving us courage…underlying philosophical and epistemological positions Commitment to learning and development through dialogue, within and across communities of practice

  6. Dialogue, interpretation and learning More than just day-to-day speaking and listening, dialogue as a concept here draws on philosophical hermeneutics (Heidegger; Gadamer; Gallagher). Human beings make meanings through dialogue which can enable those who engage in dialogic encounters to work towards a ‘fusion of horizons’ (Horizontsverschmelzung) (Gadamer, 2003)

  7. Students and staff, equally valued, at the heart of our learning and research communities We’re real people with multi-dimensional lives, which are wider and deeper than any ‘system’

  8. Communities matter for ‘educational gains’ ‘[T]hroughout literature involving case studies of excellent teaching at departmental level there are references to the departmental culture…’ (p47) ‘The extent of collaborative learning is a good predictor of educational gains…’ (p18) Graham Gibbs (2010) Dimensions of Quality HEA publication ‘Educational leadership of departments makes a difference, creating cultures that value teaching … and create rich and engaging learning environments…’ (p45)

  9. University of Exeter’s Approach

  10. A flexible continuing professional • development (CPD) scheme for • all staff who teach and/or support • students’ learning: • fully accredited in Jan 2012 by the Higher Education Academy • mapped to all four descriptors of theUK Professional Standards Framework for teaching and supporting learning in higher education.

  11. ASPIRE is

  12. ASPIRE integrates key dimensions of academic practice

  13. Four categories of ASPIRE Fellowshipmapped to UKPSF, and leading to the correlating Higher Education Academy Fellowships Descriptor 4 Able to evidence a sustained and successful track record of impact as strategic leaders, with a particular focus on teaching, learning, assessment and related areas within and beyond own institution.

  14. Fellowships: routes to achievement UKPSF Descriptors 1 + 2 UKPSF Descriptors 1, 2, 3 + 4

  15. Two routes for claiming an ASPIRE award

  16. Evidence of ‘professional development’ includes:

  17. University commitment to embedding the scheme within current roles and structures

  18. Measures of success 115 ASPIRE/HEA awards so far: 10 Associate Fellowships (plus 50+ AFs each year through LTHE) 45 Fellowships (plus 50+ Fs each year through PCAP) 53 Senior Fellowships 7 Principal Fellowships Successful applications from all six Colleges, from both academic ‘job families’, and from a range of professional services staff who teach and/or support students’ learning.

  19. Feedback from ASPIRE participants Overall satisfaction, from evaluation survey ( 100% Satisfactory 97.4% Good or Excellent (48.7% Excellent) Feedback from Quality Assurance Agency (QAA) Review of the University of Exeter (2012) The University has a teaching fellowship scheme called ASPIRE which is the only scheme to have been accredited for all four levels of the Professional Standards Framework by the HEA. … The scheme was widely supported by staff and in the view of the team provides an example of a sector-leading approach to professional development. (2.1.2) Accrediting Staff Professionalism in Research-led Education

  20. Feedback from ASPIRE participants (online evaluation questionnaire)

  21. And more feedback from participants... (online evaluation questionnaire)

  22. Senior Lecturer (Drama), on gaining a Senior ASPIRE/HEA Fellowship (Email, 11/12/2012) [ASPIRE] has been such a valuable process, it made me give time to reflecting on the different aspects of my work and experience in order to pull out relevant themes. As a result I now feel more able to articulate my approach to teaching, learning and leadership. And then to have such affirming feedback is wonderful.

  23. More opportunities have emerged for dialogue and community Assessment Panels Academic Practice Seminars Rich debates about learning, teaching and research, ‘quality’, policy - and community. Seminars and workshops led by ASPIRE ‘graduates’ for peers

  24. Looking forward: challenges

  25. Opportunities: widening the dialogue Despite the exigencies of markets, entrepreneurialism, bureaucracy and globalisation … that characterise universities, they still have options before them. (Barnett, 2011: 10)

  26. References(1) Barnett, R. (2000) ‘University knowledge in an age of supercomplexity.’ Higher Education 40: 409–422 Barnett, R. (2011) Being a University. Routledge: London and New York Floyd, A. and Fung, D. (2013) Focusing the kaleidoscope: Investigating the newly formed role of “Academic Lead” at a research-led University. Report to the Leadership Foundation for Higher Education Gadamer, H-G. (2003) Truth and method (Second revised edition) Translation revised by Joel Weinsheimer and Donald G Marshall: Continuum, New York and London

  27. References (2) Gallagher, S. (1992) Hermeneutics and Education. State University of New York Press: Albany Gibbs, G (2010) Dimensions of Quality The Higher Education Academy, York Haslam, S. Alexander; Reicher, Stephen D; and Platow, Michael J. (2011) The New Psychology of Leadership: Identity, Influence and Power Psychology Press, Hove and New York Palmer, Richard E. (1969) Hermeneutics: Interpretation Theory in Schleiermacher, Dilthey, Heidegger, and Gadamer. Northwestern University Press: Evanston McAleese, M (2013) Improving the quality of teaching and learning in Europe’s higher education institutions Report to the European Commission, June 2013 Downloaded from http://ec.europa.eu/education/higher-education/doc/modernisation_en.pdf Accessed Sept 2013

  28. For further information about ASPIRE please contact the ASPIRE team at aspire@exeter.ac.uk.

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