Pedagogic leadership

We aim at a fair spread between scientific disciplines as it has proven fruitful, and popular, to facilitate dissemination of experiences across various borders. The instruction forms blend lectures with collegial discussions in plenum and in smaller groups as well as practical exercises This is done in both subject homogeneous and heterogeneous group constellations.

Target group

New or soon-to be and experienced deans of study, program director and other pedagogic leaders. The number of participants is limited to 20.

Course content

The role of a pedagogic leader is defined during the course, in relation to the personal leadership role of a participant and what characterises the mission. We explore existing goals and goal/policy formulations, how these are communicated, evaluated and followed-up upon, how a pedagogic leader leads development and change processes, limitation and power of the role and what tools can be available as support. Participants work both individually and in group to analyse and formulate text, provide and receive feedback and reflect on how a pedagogic leader can and should act in specific situation in order to lead, support and resolve problems that can arise in the organisation. The sessions are led by educational developers from the Unit for Academic Teaching and Learning, along with certain invited specialist presenters.

Course scope

The course is the work-time equivalent of two working weeks. Please check the course dates carefully, as presence and participation are mandatory during the sessions.

Please note that presence and participation is mandatory during the first scheduled session day on all courses arranged by the unit, if nothing else is explicitly stated.

Intended learning outcomes

On completing the course, you are expected to be able to:

• exercise pedagogic leadership and organize for new approaches and pedagogic development at the department or educational programme, based on research and proven experience and with the support of various practical tools,
• communicate with students and teachers in a fashion that leads to development and be capable of reflecting on how to deal with eventual conflict situations,
• implement actual central and local rules and regulations, problematize and relate to the demands and requirements made in these by university leadership,
• formulate, reflect over and anchor the pedagogic leadership mission,
• plan and execute pedagogic discourses on pedagogic development, for example through staff pedagogic development and improvement interviews,
• develop a pedagogic action plan for continued development of operations, and
• utilize evaluation material for further development.

Instruction forms

In order to receive a certificate of course completion a participant must:

Formulate and gain approval of a work description of the pedagogic leadership mission and the framework and expectations of the formal role (dean of studies, programme director etc.), together with the Head of Department.

Set up a pedagogic development action plan for continued development within the department or equivalent; discuss and provide feedback on course peers own action plans.

Plan for and finalize at least two individual pedagogic development interviews with colleagues.

Selects and reads literature of your choice within the field of leadership; present and discuss your selected reading according to instructions provided.

Presence and active participation during the scheduled course sessions.

We aim at a fair spread between scientific disciplines as it has proven fruitful, and popular, to facilitate dissemination of experiences across various borders. The instruction forms blend lectures with collegial discussions in plenum and in smaller groups as well as practical exercises This is done in both subject homogeneous and heterogeneous group constellations.

Target group

New or soon-to be and experienced deans of study, program director and other pedagogic leaders. The number of participants is limited to 20.

Course content

The role of a pedagogic leader is defined during the course, in relation to the personal leadership role of a participant and what characterises the mission. We explore existing goals and goal/policy formulations, how these are communicated, evaluated and followed-up upon, how a pedagogic leader leads development and change processes, limitation and power of the role and what tools can be available as support. Participants work both individually and in group to analyse and formulate text, provide and receive feedback and reflect on how a pedagogic leader can and should act in specific situation in order to lead, support and resolve problems that can arise in the organisation. The sessions are led by educational developers from the Unit for Academic Teaching and Learning, along with certain invited specialist presenters.

Course scope

The course is the work-time equivalent of two working weeks. Please check the course dates carefully, as presence and participation are mandatory during the sessions.

Please note that presence and participation is mandatory during the first scheduled session day on all courses arranged by the unit, if nothing else is explicitly stated.

Intended learning outcomes

On completing the course, you are expected to be able to:

• exercise pedagogic leadership and organize for new approaches and pedagogic development at the department or educational programme, based on research and proven experience and with the support of various practical tools,
• communicate with students and teachers in a fashion that leads to development and be capable of reflecting on how to deal with eventual conflict situations,
• implement actual central and local rules and regulations, problematize and relate to the demands and requirements made in these by university leadership,
• formulate, reflect over and anchor the pedagogic leadership mission,
• plan and execute pedagogic discourses on pedagogic development, for example through staff pedagogic development and improvement interviews,
• develop a pedagogic action plan for continued development of operations, and
• utilize evaluation material for further development.

Instruction forms

In order to receive a certificate of course completion a participant must:

Formulate and gain approval of a work description of the pedagogic leadership mission and the framework and expectations of the formal role (dean of studies, programme director etc.), together with the Head of Department.

Set up a pedagogic development action plan for continued development within the department or equivalent; discuss and provide feedback on course peers own action plans.

Plan for and finalize at least two individual pedagogic development interviews with colleagues.

Selects and reads literature of your choice within the field of leadership; present and discuss your selected reading according to instructions provided.

Presence and active participation during the scheduled course sessions.