An Assistant Dean, Learning and Teachings Role in Quality Assuring Assessment Conclusions
المؤلف:
Sally Kift
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P311-C26
2025-07-26
413
An Assistant Dean, Learning and Teaching's Role in Quality Assuring Assessment Conclusions
We have sort to demonstrate that the role of a curriculum leader, such as A/Deans, L&T, enmeshed in the discipline context of a Faculty, is vital to assuring enhanced learning, teaching and assessment practice. In the current resource-poor environment, good pedagogical coal-face change consequent on good pedagogical institutional policy will not just happen without the intervention and leadership of a management-charged change agent.
It has been argued that the role of the A/Dean, L&T, while now reasonably mainstream, remains riddled with inevitable tensions and challenges - an unsurprising organizational fact given the dualities of the commitment demanded of the role (Kift, 2004) - but that these dynamics can be harnessed to the greater pedagogical good. The broad conceptualization of the role presented allows that significant influence at several levels of engagement with both students and staff is possible and that considerable progress in culture, policies, processes, structure and procedures in support of good pedagogical practice can be effected. Specifically, the assessment framework case study provides one example of a faculty-wide endeavor to address agreed assessment issues arising out of the graduate attributes agenda, pursued under the auspices of the A/Dean, L&T role. It is not to overly aggrandize the role to suggest that the efficacy and sustainability of the change effected in the assessment context would not have been delivered without the centerpiece of the A/Dean mix of visionary, strategist, mentor and micro-manger.
It is hoped that others in this and similar roles (program coordinators, for example, are obviously similar), together with institutional managers might find something of value in this conceptualization of the possibilities inherent in these middle-management educational-leader positions and commit to achieving means by which this cohort might be better cultivated and their needs supported, to ensure the assurance and enhancement of learning, teaching and assessment quality for our students.
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