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Educational leaders: the Value of professional development schemes for recognizing influence in learning and teaching

Hope, Julia and Colaiacomo, Silvia (2020) Educational leaders: the Value of professional development schemes for recognizing influence in learning and teaching. In: Blessinger, Patrick and Sengupta, Enakshi and Subhi Yamin, Taisir, eds. Introduction to sustainable Development Leadership and strategies in Higher Education Innovations in Higher Education teaching and Learning. Emerald Publishing Limited, pp. 161-175. ISBN 978-1-78973-648-9. (In press) (doi:10.1108/s2055-36412020000002201) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:80537)

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Abstract

This chapter discusses a new understanding of how leadership is performed and internalized, from which a sustainable model of supporting and promoting educational leadership at the institutional level can be developed. It focuses on what is actually happening in an institution to capture “leadership” in an English higher education institution (HEI). It considers leadership in the context of a continuous professional development route for Senior Fellowship of the Higher Education Academy (HEA) at a Post-1960 English HEI. HEA Fellowship and the UK Professional Standards Framework (UKPSF) are increasingly used within British HEIs to support the professional formation of university teachers. The SFHEA is an internationally recognized accreditation for experienced university staff (academics/support/administrative) able to provide evidence of a sustained record of effectiveness in their practice, incorporating leadership of specific aspects of teaching and learning provision. Participants are evaluated against the criteria and dimensions of practice set by the UKPSF (UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education), which identifies the areas of competence that need to be demonstrated to achieve Descriptor 3, Senior Fellow. In the UK, it is increasingly the case that HE teacher development programs for new and experienced staff are accredited by the HEA against the UKPSF (Land & Gordon, 2015). There is a dearth of literature on program leadership and sustainable leadership in higher education. This chapter is, therefore, particularly timely and suggests that continuing professional development programs “model” good practice, which participants transfer to their own teaching.

Item Type: Book section
DOI/Identification number: 10.1108/s2055-36412020000002201
Uncontrolled keywords: Higher education institution; emergent; complexity; strategy; change; case study; sector change; UKPSF, advanced he, motivation; recognition of leadership
Subjects: A General Works
L Education > L Education (General)
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Julia Hope
Date Deposited: 18 Mar 2020 11:46 UTC
Last Modified: 19 Mar 2020 10:34 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/80537 (The current URI for this page, for reference purposes)
Hope, Julia: https://orcid.org/0000-0002-4019-0174
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