Lessons in programme leadership from two cases of designing new interdisciplinary master’s programmes

Drawing on an adaptation of Quinlan’s (2014) model of leadership for learning in higher education, we analyse two case studies of the process of designing postgraduate interdisciplinary taught programmes in a research-intensive university in the UK (Gantogtokh, Quinlan 2017), focusing on the leadership required for interdisciplinary curriculum design. First, we focus on the organisational structures and processes these leaders put in place to support programme development. Second, we consider the personal characteristics of the leaders, focusing on how they built relationships with module leaders representing diverse disciplinary communities. Finally, we identify examples of knowledge about learning, teaching and assessment these programme leaders used. We conclude with implications for programme leaders and educational leadership development.