Attending BILT training programmes has been excellent for developing my teaching and learning practices, and participating in the Programme Director workshops was another enlightening and inspirational experience I would recommend for aspiring, new and experienced programme directors.
Workshop One: Introduction to the role
The course introduced the importance of the programme director role in implementing university Quality Assurance processes with reference to the University Quality Assurance Framework (UQAF). The UQAF covers the monitoring of education standards, the student experience, prioritization of good practice that meet the requirements of the Office for Students (OfS). One of the notable highlights of the course was understanding the function and practice of Education Action Planning (EAP) in the actualisation of UQAF through projection/mapping of timelines across the academic year for achieving the various Program Director led activities. These activities were categorized into annual program reviews, evaluation and strategy, student recruitment, admission and promotion, Education and Assessment, the student experience and Quality Assurance, Student support and Student voice (see footnote[1])as this plan not only informed the Integrated Planning Process (IPP) but facilitates efficient and effective monitoring.
Workshop Two: Leading with influence
Stressing the vital role of leading with influence for successful outcomes and developing good team relationships, this course explored themes of trust and power, which included the benefits and drawbacks of delegating, and presentations from staff reflecting their best practices in these areas.
Referencing the ‘trust triangle model’ (Frei and Morriss, 202), trust covers three areas: logic (which is about evidence-based reasoning and sound judgement/ ability to communicate effectively), empathy (comprises caring for the person and their work) and authenticity (integrity- actions matching your word and admitting not to know everything). Relating this model to delegating tasks, it was interesting to discover that one of the benefits for individuals within the team is feeling trusted and valued when delegated tasks amongst others.
A key learning point while looking at the drawbacks in delegating is providing a counter argument for each drawback identified to make it into a positive. Relating this to the trust triangle model, if one can understand the logic behind the drawback, it can change the perspective. Themes around empathy, authenticity and power were contained in best practices discussions from colleagues which centred on mentorship, leading by example, being a critical friend and growing team capability through placing team members in roles that they enjoy for optimum performance.
Workshop Three: Curriculum design principles
More insights were drawn from reflecting on approaches to curriculum design, particularly around being intentional in incorporating skills through assessments and learning processes we would like our students to have developed at by the time they have completed their degree. Engaging in the course activities and the sharing of best practices across different faculties that demonstrate the University’s three Priorities for Assessments i.e. ‘Integrated’, ‘Designed for All and ‘Authentic’ and ‘Bristol Curriculum Framework’ created avenues to co-create knowledge and initiate these practices across cohorts, as building a supportive network and community.
[1] Activities include attending university Quality Team Reviews (UQT), External examining, annual programme reviews, programme changes/specification/catalogue, professional accreditation, exam boards, education data insights e.g. attainment.
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