“We have received excellent feedback from some fantastically talented people who have completed the programme which, as one of its directors, is immensely encouraging.” – Steve Outram, HEA consultant and director of the Leading Transformation in Learning and Teaching programme.
Friday 24 February marks the deadline for applications to the next Leading Transformation in Learning and Teaching (LTLT) programme which begins this March. The programme is led by HEA consultant Steve Outram and Doug Parkin of the Leadership Foundation (LFHE), both of who have a wide range of experience in organisational change within the higher education sector. Here Steve Outram explains in his own words how the programme came together and why it has proved so popular.
The Leading Transformation in Learning and Teaching programme initially emerged from a partnership between the Higher Education Academy and the Leadership Foundation (LFHE). In terms of structure and content, it actually harks back to another earlier partnership between the HEA and the LFHE which was called ‘Change Academy’. Launched in 2004, ‘Change Academy’ was very successful and the spirit of the programme – its principles, its activities – all date back to that. However, the Leading Transformation in Learning and Teaching programme is more structured, more systematic, and contains far more about leadership.
The LTLT’s audience draws largely, but not exclusively, from those who have got teaching and learning change responsibilities, such as associate deans, alongside people with course or programme director experience. We attract a lot of people with responsibilities whose institutions have decided to change radically, and who want to support those changes. We also attract people who have been promoted or are new to being a course director and who want to find out more.
Split into three modules which take place over the course of three months, the programme is designed specifically to enhance the skills, approaches and insights needed to lead course and programme teams through processes of transformation and innovation. We have received excellent feedback from some fantastically talented people who have completed the programme which, as its director, is immensely encouraging. One participant wrote ‘I now have invaluable tools to visualise, plan, communicate and influence change with immediate effect in curriculum design in our undergraduate and postgraduate programmes’. I couldn’t really ask for anything more than that.
If you have an interest in curriculum design and the transformation of learning and teaching within your institution, faculty or department, then this programme is aimed at you. It runs twice a year with the next cohort, our eighth overall, coming on board in November.