A conceptual framework for the A/ Deans learning and teaching role
المؤلف:
Sally Kift
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P303-C26
2025-07-24
396
A conceptual framework for the A/ Dean's learning and teaching role
The context-embedded nature of this role lies at the heart of its potential to be a positive mechanism for facilitating the development and delivery of quality assured assessment policies, processes, structures and procedures in support of enhanced student learning outcomes. Under the auspices of the A/Dean's L&T role, it is organizationally possible to conceptualize how change, as the "complex learning and unlearning process for all concerned" (Scott, 2004) referred to above, might be managed and progressed by curriculum leadership at a variety of levels of engagement and influence. An attempt has been made to represent this conceptually and diagrammatically in Figure 1. In this conceptualization, the role is construed as a relational or holistic one, where the series of separate elements (Faculty, School, University and sectoral) are integrated into the sum of their parts. The concept envisages a structure that supports students and teachers through practice and scholarship.
In Figure 1, an individual staff member's levels of influence as a teacher in the Faculty learning and teaching environment, engaging in scholarly teaching and the scholarship of teaching, are represented by the lighter, internal, quarter-segments of -
• scholarly teaching of students;
• working with other teaching staff (e.g. in teaching teams, on learning and teaching grants, etc);
• operating within the bounds of learning and teaching policy and perhaps with some potential for effecting change at that level;
• working outside the School /Faculty /Institution on some occasions with other teachers (e.g. on learning and teaching projects, through teaching scholarship publications, through involvement in discipline curriculum renewal, etc.).
For an A/Dean, L&T, with a mainstream placement that is central to both the Faculty and the institutional learning and teaching environment, the possibilities for exercising much greater influence for the "pedagogical good" of enhancing student learning outcomes are represented in Figure 1 by the expanded darker, encompassing quadrants of curriculum, mentor, operationalize and scholarship. Each of these will now be discussed briefly, illustrated by practice, policy and initiative exemplars from the author's Faculty. Following this, the final part of the paper will present a tangible demonstration of the QA possibilities for enhancing assessment under the sponsorship of the A/Dean by way of a Faculty case study on assessing graduate attributes.
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