Education and Training (past quotes in a PDF file)
Found by Scott O'Keefe in a new building at Griffith University. He says, 'I saw this alarming sign near the back entrance. End of trip facility?... At first I thought it must be an embalming room, or maybe the university had installed a crematorium... On closer inspection, it turned out to be what we used to call a bike rack! It was refreshing though when I left the lift on level 1 to find that the room in front of me had not been called a temporal interval refreshment bureau, but had a nice simple sign: "lunch room".'
So you want to be a university manager?
'Management language is about two things: making yourself look powerful, and making yourself look efficient. It's a weapon in the fight all UMs have to fight, every hour of every day. The language you use is the headlock by which you subdue your staff.
Efficiency is why you'll hear managers saying ‘actioning' instead of ‘putting into action', ‘progressing' instead of ‘making progress', and ‘less' instead of ‘fewer'. Less syllables = more efficient.' neurotaylor.com
Learning Environment, Learning Processes and Learning Outcomes (LEPO) framework provides clarity?
'We argue in this paper is that there is a lack of clarity about learning in its broadest form, and we address this by proposing a generalised and integrated conceptual framework for learning. The Learning Environment, Learning Processes and Learning Outcomes (LEPO) framework conceptualises learning as having three components: the environment which facilitates learning (Learning Environment), the activities which are part of learning (Learning Processes) and the knowledge, behaviours, skills or understanding which can be demonstrated (Learning Outcomes). Two general actors interact with these three components, the student and the teacher. The paper discusses the origins of the framework, justifies its form and validates it against other conceptual frameworks. It concludes with a brief discussion about how it can be used to improve both the educational design of educational innovations and evaluate/ research into the effectiveness of educational innovations.' The abstract of a paper 'Towards a generalised conceptual framework for learning: the Learning Environment, Learning Processes and Learning Outcomes (LEPO) framework' given to Robert Vandenberg at Sydney University to help write 'Learning Outcomes' for a course.
Manager, Strategic Business Development
'Reporting to the Director, Marketing & Communications Services, this role will work with the business development, marketing and communications unit to enact the organisation’s strategic objectives domestically and internationally.
The Manager, Strategic Business Development focuses on building the capacity of the organisation to deliver increased customer revenue. This role will be responsible for:
• Leading development and implementation of consumer strategies and plans.
• Leading the review on the viability and efficacy of current offerings and partnerships.
• Leading development of integrated customer value propositions for identified market segments and channels
• Contributing to the successful achievement of the organisation’s ambitious growth targets.' Job advertisement at Edith Cowan University. Thanks to anonymous.
Positive educational impact
'... the forum model ''reconfigures current contact hours in a way that is intended to have a positive educational impact''.' College of Arts and Social Sciences dean at Australian National University informing students that 'an executive decision had been made to phase out tutorials in favour of large interactive workshops and forums.' The Canberra Times, 13 August, 2013.
Continuing focus on outcomes
'The new National Quality Framework will be underpinned by the National law and National Regulations. Together, they will set new National Quality Standards for long day care, family day care, preschool (kindergarten in some jurisdictions) and out of school hours care services in all states and territories ... This work has also been informed by the National Stakeholder Reference Group and the feedback received at public forums. The resulting draft regulations are intended to reflect both a continuing focus on outcomes for children and minimising regulatory burden.' Department of Education and Child Development, South Australia website describing the Australian Children's Education & Care Quality Authority (ACECQA) draft National Quality Framework. Thanks to anonymous who points out that the web link to the draft policy goes to a Federal Government website page that can't be found.
Reconceptualising the affordances - towards a new learning
'Over the past several years, our research group at the University of Illinois has been attempting to address these questions in three ways — in the development of an experimental ‘social knowledge’ platform, ‘scholar’; in grounded classroom research exploring then workings of this technology in schools and universities; and in our attempts to reconceptualise in theoretical terms the affordances—the openings, the possibilities—of new technologies in learning. In this presentation, we will discuss this work, weaving been [sic] theory, practice and research results.' From a presentation at James Cook University: 'Towards a new learning: how can learning be different in online spaces?' Thanks to anonymous.
The bottom line
'There's a lot of jargon I just used around strategic planning but the bottom line is planning in advance so that our students can have the best experience that they can and they can be life-long learners.' Assistant Superintendent Matt Haas, Albemarle County School Board.
Primary stakeholders and blue oceans
'System and institution dynamics: We begin by exploring the interplay between governments and institutions—the primary stakeholders in diversification analyses. Systems need policies that maximise the value and reach of the public dollar. Institutions seek ‘blue oceans’ (Kim & Mauborgne, 2005) that deliver alpha performance in increasingly contested terrain. Both eschew isomorphism that leads to inertia.' From Profiling diversity of Australian universities, a study by LH Martin Institute. Thanks to Jim Elliott.
'Expressions of Interest are now open for the positions of Employee Relations Officer and Recruitment and Onboarding Specialist.' From a University staff online newsletter, 22 May 2013. Thanks to anonymous.
Vivo points give value to every behaviour
'The Vivo Miles shop offers students the chance to redeem their hard-earned Vivos on a range of approved goods. Teachers can choose from an extensive catalogue the [sic] rewards to appear in the online shop and customise the points tariff, giving a Vivo points value to every behaviour and achievement the school wants to recognise.' From the Vivo UK site. And from the Australian site:
'Designed by schools for schools, Vivo Miles is an award winning web-based rewards system. Vivo is proven to improve student engagement, raise attendance, improve grades and help achieve school values.' Thanks to David Roser.
Matrix management structure
'ITS last year introduced the matrix management structure and the service owner model (i.e. portfolio-based) to provide clear management accountabilities, an agile response to change and greater focus on delivering superior service and value to the University. The decision taken will facilitate this by giving service owners greater ability to influence required business outcomes, noting that service owners are ultimately accountable for ensuring delivery of service changes to their respective client groups. This decision, along with many other changes we are going through in ITS, is vitally important if we are to keep pace with our changing business environment and evolving customer needs.' In an email from the Executive Director IT and Chief Information Officer at a Melbourne University, April 2012. Staff are stil trying to work out what it means. Thanks to Steve.
Undertaking the school business
'Employer - now becomes Person Conducting a Business or Undertaking;
and Employee - is now called Worker (incorporating volunteers, helpers, work experience).' Work, Health and Safety section of the NSW Department of Education and Communities. Thanks to Jill who says: 'A business or undertaking? Schools (or at least State schools) are certainly not meant to be in the business of running a business and are surely more than a mere "undertaking".'
Dear University Colleagues,
'I want to announce a major change to the structure of the Office of Human Resources. Given the adoption of our shared services approach to HR delivery and the rapidly changing needs of the University we are reorganizing our efforts around Centers of Excellence. These Centers move us away from the traditional policy enforcement, functional and compliance approach to HR and refocuses our efforts on delivering consultation, support, and service to our HR colleagues and employees located throughout the OSU community. The goal of these Centers will be to evaluate and design policies and practices that reduce barriers and enhance our ability to accomplish work in an efficient and timely manner.
These Centers will help University leaders and employees navigate the complexities and policies associated with our work and provide consultative support to our Business Center HR colleagues. Our Centers will be focused around “themes” and will include:
The Center for HR Systems and Technology: The goal of this Center, led by xxx, will be to research, evaluate, and implement technological solutions that increase efficiency and reduce bureaucracy.
The Center for HR Solutions: The focus of this Center, led by xxx, will be to serve as the focal point for workplace resolution as well as partnering with Union leadership on issues related to the Collective Bargaining Agreement.
The Center for HR Innovation, Strategy and Planning: This Center, led by xxx, will combine the traditional functions of recruitment, classification and compensation, and benefits under a single Associate Director responsible for creating a seamless approach to our recruitment, advancement, and benefit strategies.
The Center for Learning and Organizational Development: This Center, led by xxx, will focus on efforts to develop and implement strategies that increase our employees ability to effectively lead and contribute at OSU. Our goal is to create a culture and environment supportive of employee development.
I have attached our new organizational chart for your reference. This new structure will be effective March 1, 2013.' Assistant Vice President, Office of Human Resources, Oregon State University.
Driving vision of sporting market
'We have established a specialised unit called La Trobe Sport that will drive our vision to be the University of first choice for the study of, participation in, and partnering in sport in Australia ... Our Sport Unit will work closely with all areas of the University to enhance the sport offerings and research outcomes that already exist, as well as build new courses to suit the changing sporting market.' Undergraduate update from La Trobe University, Melbourne.
Inappropiate behaviour or bullying?
'While we obviously hold boys to high standards, occasionally boys can make errors in judgment and when that happens, we have to institute an education process to advise boys that they've behaved inappropriately.' The principal of an elite Brisbane School when boys accused of bullying were thought to have not been punished enough. Thanks to Jenny.
Leveraging 'as is' pockets of excellence
'We need to simplify and be more consistent with our processes across faculties and campuses by leveraging better practice and our own pockets of excellence
We need clear ownership and responsibility for end-to-end services, we need to be empowered to make decisions/changes
Design phase March–May
•Reviewing the ‘as is' state; designing the ‘to be' state
•Recommending adjustments in business processes, capability, workforce and service alignment.' Swinburne Vice Chancellor's presentation '2020 Plan and Transforming Swinburne'. Thanks to anonymous.
'... our courses are popular, customer focussed, driven by purchaser requirements and responsive to external demands.' Lecturer/Senior Lecturer job ad, University of Bedforshire. Thanks to Matthias who says: 'I would not have the slightest clue what the position is actually about, in which subject area it is, and what the duties of the position are.'
Sacked into a further dimension
'The departure of several of our XXXX staff at the end of March is a further dimension that we are managing. We are currently working with XXXX and her team to ensure that adequate resources are in place to enable us to meet our commitments for 2013 and ensure services are not compromised. I would personally like to thank them for their efforts and commitment to the University during a difficult and somewhat uncertain time.' University email to staff. Thanks to Mark
'With trend-leading customisable learning that includes real-world experience and superior knowledge from our unique 18 subject structure, it's time to become your best by learning from the best.' The University of Melbourne MBA. Thanks to Queenscliff Ben.
Impacting global mindsets
'The Postgraduate Certificate delivers key learning via a carefully selected suite of three core units, providing the foundation learning required to succeed in today's challenging business environment.' Macquarie Graduate School of Management:
'We develop leaders with a global mindset who create sustainable value and are good citizens. Graduates of the Macquarie Graduate School of Management not only do well, they do good; making an impact in the business world and beyond in ways that matter.'
Towards Research Excellence in Australia: Driving innovation, collaboration and impact. Conference in Melbourne, 6-7 December 2012
Innovate and grow stakeholders
'Innovation and entrepreneurship are at the heart of economic growth and development. An entrepreneurial mindset and the ability to innovate, set individuals and organisations apart - they are more likely to succeed, build sustainable organisations and grow wealth for their stakeholders and the community.' Innovation and Entrepreneurship degrees, The University of Adelaide.
The gamification of learning
'Disengagement is rife throughout our communities, particularly so in the workplace and in learning, training and development environments. The art and science of gamification draws upon decades of cognitive science, neuroscience, behaviour design and game thinking to show how people are better engaged and motivated through the power of play. In a socio-economic climate that necessitates that we innovate our way out of our challenges'...
'Is your eLearning program well-integrated with existing traditional training programs? Do you have a successful blended learning strategy? Are learning outcomes being achieved? Are employees engaged with the eLearning system? Is your eLearning program being delivered as efficiently as possible?' The Australian eLearning Congress 2013. Thanks to Bree Williams.
Humanness vision statement
'As an effective learning community, our learning and teaching is grounded in our Vision Statement; Mary Immaculate, a community embracing learning in and beyond the classroom in the spirit of Christ and the humanness of all.' Thanks to anonymous.
Victoria as a Learning Community
'The Government's vision for school education focuses on five key reform areas: student outcomes, order and inclusion, innovation, partnerships and internationalising education ... This corporate plan elaborates the Department's vision, mission, and corporate priorities for the three years commencing 1 January 2009 and provides a planning framework to help develop and implement the agenda in the portfolio, and drive continuous corporate improvement.' From the Victorian Department of Education and Early Childhood Development website.
Enhancing the global hub
'Broadway is the College's global hub, which in the future will anchor a world's best rich on-line ecosystem.' In a job ad for an Executive Dean at The Australasian College Broadway, 'Enhancing lives through skills and knowledge'. Thanks to Richard Symonds.
Thought leadership lives at our University
La Trobe University, Victoria.
Impacting longer-term time horizon
'When you also look at the technological implications and you see how the banking sector played with such change and its impact on daily banking, when you look at how the media is being impacted dramatically, we thought we would try to abstract from the immediate and look at a longer-term time horizon and open up the thinking for universities.' Peter Rohan, tertiary education visionary, Ernst & Young. The Age, 15 October 2012.
Impacting university stakeholder expectations
'Our primary hypothesis is that the dominant university model in Australia — a broad-based teaching and research institution, supported by a large asset base and a large, predominantly
in-house back office — will prove unviable in all but a few cases over the next 10-15 years. At a minimum, incumbent universities will need to significantly streamline their operations and asset base, at the same time as incorporating new teaching and learning delivery mechanisms, a diffusion of channels to market, and stakeholder expectations for increased impact.' Ernst & Young. University of the Future. Thanks to Colin Long.
A 1% reduction in staff salaries at University of Melbourne.
'Brokering partnerships to foster a strategic, whole-of-community approach that supports young people's learning outcomes and transitions.' Brimbank/Melton Local Learning & Employment Network.
UNSW Aspiration Survey
'This is a friendly reminder to complete the UNSW Aspiration Survey. This is an important opportunity for all staff at UNSW to contribute to the future direction and strategy of the University ... To protect your anonymity, all answers will be sent directly to us at Voice Project, via your personalised link.'
Impactful growing up process
‘[we are] building a roadmap that has never been built before … High school was highly impactful on my learning … growing up process.' US State Department official talking to a group of school age students participating in a 'Global Young Leaders Conference'. Thanks to Andrew Bates.
'Lev comes to this from a position of proactive engagement in the positioning of the university as an intellectual catalyst in a network of community organisations and public services. His most recent work has been focused on leveraging the position of the research university as a focal point for connecting education, community services, hospitals, libraries, museums, and related groups together through community networks (as in both high-speed wired and wireless networks). From the position of enabling information exchange a set of possible collaborations and connections emerges.' A public lecture on The Future of Higher Education Teaching and Learning at the University of Queensland. Thanks to anonymous.
Changing learners achieving reframing
'When reporting, teachers [will] use the collection of evidence or folio of selected student work to make an on-balance judgment about how well the evidence in student responses to the range of assessments best match the valued features of a learning area described in the achievement standards.
The reframing of the descriptors to the Australian Curriculum achievement standards is a reminder to view and discuss a child as a capable and changing learner who is connected to their prior experience and at the start of their first phase of schooling.
Students need regular, quality feedback on their achievement and progress to . . . make choices about their future learning goals.' From Queensland's 'Reporting student achievement and progress in Prep to Year 10; Advice on Implementing the Australian Curriculum' (April 2012). Thanks to Julie Gillmeister who says she is 'driven to insanity by the weasel word language of the primary school reports'.
Learnings ... now knowledges
'The Centre for Australian Indigenous Knowledges has a continuing commitment to, and involvement in, the Indigenous community of the region.' University of Southern Queensland. Thanks to Luke, our ' Dear Valued Customer'.
Powering up the strategic trajectory
'Last year, we looked again at our Strategic Intent and earlier this year affirmed our commitment to being Australia's University for the Tropics. A new University Plan is almost complete, aimed at giving effect to that Intent. Having now affirmed JCU's long-term trajectory, we owe it to our founders, our region, our nation and the tropical world to make this happen. And this involves all of us.
Realising this long term trajectory demands that we re-imagine our University, what we do and where we do it. Consistent with our Strategic Intent, our four Strategic Themes and the soon-to-be finalised University Plan, we need to reconsider all aspects of our operation. I expect there will be areas we will want to power-up and others to power-down. Some program areas may need to be refashioned and there are likely to be gaps in our offerings that should be filled.
... In the same way that our community has been engaged in the refresh of our Strategic Intent and the University Plan, you have a role to play in guiding the next phase of JCU's development.
Our goal is nothing less than establishing JCU as that great University, renowned for education, research and engagement relevant to the tropical world – including northern Queensland. This will only be achieved through great, distinctive programs and high quality, high impact research and innovation, leveraging leading technologies and engaging outstanding scholars in locations that reflect our unique place in the world ...
I want you to know that the Taskforce's outcomes will have implications for our core activity, our policies, operations and structures. You should expect changes as a result of this work ... While we have managed to grow our domestic student numbers substantially ... changes in government policy ... have had a negative impact on us.' Vice-Chancellor, James Cook University. Thanks to Lucky Charm.
Backwards Curriculum Design - Step 5
'Design a rubric to assess this subject/program/unit. For more information on designing effective rubrics go to Assessment Professional Learning Module 2, Activity 2-5 Creating Rubrics.
1. Create a table like the one below
2. Criteria – develop criteria from the standards identified in Step 1, write/type them in the criteria row, one criteria for each cell.
3. Labels for level of quality – make up your own appropriate labels
4. Check how your rubric scores against the sample rubric on designing rubrics below – share the rubric with students at the beginning of the subject/program/unit, for their input and to assist in developing their understanding of expectations of their learning.' Office of Learning and Teaching, DE&T, Victoria. Curriculum Planning Modules, Template 2.2C Backwards Curriculum Design.
Change Management Project
'The Bachelor of Music program aims to nurture and also sustain education innovation by producing a program architecture that based around a student-centred, inquiry-based, experiential model of teaching and learning that applies not only to performance but to all aspects of music education ... The combination of learning opportunities available to students will
support students’ pathways to an array of professional outcomes ... the School has undertaken to introduce a program architecture with a strong focus on graduate destinations. Educational facilitators will use technologically-enhanced learning methodologies, in partnership with a broad range of practitioners to deliver enhanced student experiences and learning outcomes ... The ANU School of Music needs to position itself now as a sustainable entity in a rapidly changing educational and professional environment in a way that reflects the University’s aspirations. This is a business driven change ... All courses will have modes of delivery and opportunities for student engagement that utilise appropriate technologies to enhance learning ... In partnership with the College, the School will set strategic objectives, and align their resources to achieving agreed priorities.' Australian National University document. Thanks to Barbara Preston.
THE VU AGENDA: EXCELLENT, ENGAGED AND ACCESSIBLE
'Implementing the Strategic Plan for Victoria University to be a Great University of the Twenty First Century: In meeting the needs of 21st Century learners, we aim to provide purposeful qualifications pathways, both linear and non-linear, that allow modular progression towards successful outcomes.' Victoria University. Thanks to anonymous.
OFFICE OF LEADERSHIP AND ORGANISATIONAL CULTURE
'The Office delivers the University's strategic organisational and leadership development requirements. The Office will take forward program areas of leadership, management development, succession planning and equity strategies that will play a significant role in delivering the strategic vision of ‘growth and sustainability' for the University.
In addition, the Office provides advice and programs to manage staff and student complaint processes, and exists as an end-point for unsettled employment reviews, grievances and disputes.
The organisational development components of the work program are intended as having a preventive role to grievances and appeals, and enhancing the current intervention role played by the Office of Human Resource Services through their case management model for staff issues.
The two main requirements of the work program are thus linked together as a single project to develop and manage different sides of the University's culture.' Charles Darwin University.
'The Academic Outreach team is a strategic delivery channel for the library's value proposition, in a one on one environment with primary stakeholders – academics, researchers and HDR students ... Strategic initiatives and objectives are developed in alignment with University goals as part of the annual strategic planning process in which all Library teams participate. Library goals are met through cross team projects and team plans which are guided by the Vision, Mission and Goals and the Library’s performance indicator framework.' University of Wollongong. Thanks to anonymous.
The life of the mind
'Attached are the FHUSS-specific parameters for the Workload Management System. The parameters listed in this document were amended directly from the global parameters circulated in late 2011 from the University's central WMS project team.'
'FACULTY OF HUMANITIES AND SOCIAL SCIENCES
WORKLOAD MANAGEMENT SYSTEM
FACULTY ALLOCATION OF DISCRETIONARY WORKLOAD IN TRANCHE 2 – WORK IN PROGRESS
Heads of School, SEOs, HRBP and the Faculty Director met late in 2011 to discuss how to ensure that there is consistency and equity across subjects/courses/Schools. The following parameters have been agreed and are to be read in conjunction with the University Guidelines. Please note there are some manual overrides required.
These parameters have been allocated within the WMS tool.
Course Coordination Maximum 20 hours
Subject Coordination 20 hours PLUS 0.1 hours per student instance
- Multiple Instance Coordination Add 10 hours per additional subject instance
Extended Preparation Teaching This applies to lectures only
Student Consultation – Tutorials Manual override required
Maximum of 15 (0.25 hours) minutes for standard theory subjects
Maximum of 30 minutes (0.5 hours) for fieldwork, research, project, WIL subjects
Established Distance or Online Delivery Only fully online subjects and the maximum allocation is 70 hours and an additional variable of 0.50 hours per enrolment per 15 cps
(It is expected that online subjects will have only one instance. This parameter does not apply to new courses or subjects.)
Assessment and Feedback Maximum 1 hour per 4000 words or equivalent student enrolment
Reading subjects Manual override required
1 hour per week/subject PLUS 1 hours marking
(14 hours in total)
Fieldwork supervision (Undergraduate/e.g. travel subjects; summer schools etc)
Manual override required
Teaching allocation PLUS a maximum of 20 hours plus travel
HDR Supervision Minimum 60 hours / Maximum 90 hours per annum per (includes reading of material) HDR EFTSL (full-time/pro rata if part-time)
Manual split required:
Recommended split - Principal 70% and Co-supervisor 30%
Honours and Coursework Masters Thesis Supervision
Maximum 24 hours per annum per student thesis supervision (no part-time allocation for thesis)
Head of Department or equivalent Maximum 400 hours for large departments (15+ FTE)
Maximum 200 hours for medium departments (6-14 FTE)
Maximum 100 hours for small departments (up to 5FTE)
Postgraduate/Honours coordination Maximum 50 hours for more than 20 students
Maximum 25 hours for 6 – 20 students
Maximum 10 hours for 5 or less students
Strategic Projects New 15 cp subject = 10 hours per lecture hour
Allocate up to 260 hours maximum
Any new 15 cp lecture up to a maximum 10 hours per lecture
Additional allocations clarified on 9 February 2012
Service 10% (actually 164.5 hours) but this is rounded up to 165 hours in the WMS parameters system (to avoid decimal point). This includes all School/Program meetings.
Meetings For staff who are members of Faculty or University committees, the agreed allocation is 2 hours per committee meeting (regardless of meeting length).
Research Head of School discretion:
Allocation ranging from 0 – 40%; research allocations will be agreed post other data entry. In principle agreement for 10% and consultation with ADR required.
Established Productive Researcher (EPR) descriptor = attain 9 pts over 6 years.
Mentoring/Faculty Advisor Scheme Allocation of 5 hours per annum in total per staff member involved in this Scheme
(To be allocated in ‘Other')
From the Senior Administrative Officer assisting the Executive Dean and Director
Faculty of Humanities and Social Sciences, La Trobe University, Melbourne
French L6: Context elaborations
'Students are expected to communicate information, ideas and opinions, and express and respond to personal ideas and opinions in areas of most immediate relevance. The content and language of the communication is targeted beyond the immediate context to include the expression of opinions. Students are expected to understand and produce a variety of text types.
The proficiency descriptor for each pair of curriculum levels describes what students should know and be able to do when they are achieving at that level. The proficiency descriptors can be thought of as overarching learning objectives.
In learning languages, the proficiency descriptors sit above the achievement objectives and, at each level, it is the descriptor that provides the primary focus for all teaching and learning. This means that, for most practical purposes, the descriptors fulfill the role that the achievement objectives have in other learning areas, and the function of the achievement objectives is to provide a level of unpacking of the descriptors.
Unlike the achievement objectives in other subjects – typically fairly discrete packages of knowledge, understandings, and skills that are individually assessable – the achievement objectives in learning languages are not to be separated or individually assessed.
New Zealand Curriculum Guides. Thanks to Monique Olivier who says: ' My job is now not only to teach my students French, but to translate English gobbledegook into plain English.'
Generated! Negotiated! Streamlined! Sell your skills with action words
'Re-energise your CV with powerful, action-oriented words to drive home your key competencies. Remember it's also important to qualify and quantify - make sure you back up your words with supporting evidence including specific examples of where you have demonstrated these skills. Follow these simple tips to craft a compelling CV with the right hooks to snare your intended reader.' Kelly Magowan, Career Coach & Strategist for Professionals & Executives, Careers Corner, Alumni e-news, La Trobe University Melbourne.
No longer a student
'All our lecture notes have the word “learner” used ie: "Outcomes: The learner will be able to …..” Argh!!' Thanks to Jenny
Reconnecting, networking ...
'Alumni and friends in Hanoi are invited to a cocktail event to reconnect and network.' Alumni e-news, La Trobe University Melbourne.
Engagement Model for PRME (The Principles for Responsible Management Education) Schools & Academic Institutions
'The PRME can serve as a framework for systemic change for business schools and management-related institutions, on the basis of three distinctive characteristics of the initiative:
- Continuous Improvement
Any school that is willing to engage in a gradual but systemic manner is welcome to join the initiative. Implementation of the Principles should be understood as a long-term process of continuous performance improvement and the PRME can provide a framework of general principles through which to engage faculty and staff, and build institutional support.
- A Learning Network
The PRME initiative also functions as a learning network. By collecting and channeling good practices, it will facilitate an exchange of existing and state-of-the-art experiences within the PRME network.
- Report to Stakeholders
Adopting the PRME implies that the signatory school is willing to report regularly - annually - on progress to all stakeholders. Public reporting is the best way to ensure the credibility of the initiative and allows giving recognition to good performances.
RMIT Workshop - Are you Conversation Ready?
'In conjunction with leadRMIT Conversation Ready is a new program developed for managers and supervisors to practically apply the Behavioural Capability Framework into performance conversations.
This session is hands on and is about preparing for:
- Types of conversations that present itself during the performance cycle
- Providing great tips on feedback
- Practicing critical interpersonal skills
- Looking at the bigger picture of improving communication and team performance in your area
Learning outcomes: By the end of the program participants should be able to:
- Plan for and use appropriate conversational structure
- Create and maintain an emotional climate for openness and action
- Practically practice and apply your learning
Conversation Ready – workshops developed for managers and supervisors to practically apply RMIT Human Resources Consultancy's Behavioural Capability Framework into performance conversations. Perform Develop Aspire. Thanks to anonymous who says it's also available in a handy pamphlet format.
Demystifying the Informational Interview: How to Utilize this Dynamic Process to Advance your Job Search
'Informational Interviewing is a powerful tool to enhance and further your job search, allowing you to gain information, expand your contacts and grow valuable relationships. Yet many job-seekers are hesitant to engage in this process simply because they don't understand the goals don't know what questions to ask, and fear they will be turned down. This workshop examines the informational interview in more detail and provides you with actionable takeaways to motivate you and to yield positive outcomes throughout this process.' Webinar for Alumni, Columbia University Graduate School of Journalism. Thanks to Chris Zurawsky.
Element 1: Define parameters of the learning program
Performance Criteria for Element 1:
1.1. Clarify purpose and type of learning program with key stakeholders
1.2. Access and confirm the competency standards and other training specifications on which to base the learning program ...
From the Certificate IV in Training and Assessment
Formerly The Big Fix
In August 2011, the Digital Media Unit commenced intensive work on a project to review and redevelop the Curtin public website ... To date, the Web Improvement Project (formerly called The Big Fix) has undertaken work in the areas of:
1. Established a Reference Group comprising stakeholders from across the University who will facilitate the overall progress of the project and report to the Marketing Exectuive [sic] Group. The Reference Group has met 3 times since it's initiation ...
Digital quality assurance
1. Developed a Content Strategy guide for the creation of a clear content plan for any area's web pages within the University.
2. Developed a proposed overarching Digital Communications Governance framework, including consistent and defined web management roles and responsibilities.
3. Developed a proposed Web Publishing Lifecycle guide to assist in the management and maintenance of all web content.
4. Established a Metadata Working Group to review and establish best-practice metadata standards for Curtin going forward.
5. Established an Analytics Working Group to review and develop an analytics strategy and establish best-practice analytics standards for Curtin
1. Commenced development of web template designs inline with the various brand identities as outlined in the Brand Hierarchy framework.
Curtin Web Improvement Project Update (read the whole email). Thanks to Bill who comments: 'Can you believe this? It's only to redesign a web site! Curtin University had developed the use of weasel words to an art form, and this is one of their finest efforts'.
Intermingling and interacting across learning precincts - Brisbane Girls Grammar
'The Creative Arts Faculty is about fostering creative capacity which is everybody's business ... Not all students become exceptional scholars ... but all are nourished in the context of exceptional scholarship to grow as exceptional scholars in their learning ... The conventions of the classroom and curriculum serve as points of departure for experimental and experiential learning for our students in the arts who interact and intermingle across the learning precincts ... These are precincts not bound by walls or desks but include collaborative teaching and learning practices, conferencing, seminars, tutorials as well as traditional teacher driven delivery of knowledge, process and application ... Self-responsibility within a closely guided teacher-student framework ... The Faculty aspires to be a creative learning movement, a learning community with shared learning precincts where constructs of curriculum, roles and responsibilities organise the learning principles and practices and the desired outcomes.' Fostering creative capacity, Director of Creative Arts, Brisbane Girls Grammar Gazette, Spring 2011. Thanks to Rob Howe. Faculty of Veterinary Science, University of Sydney.
'The Faculty's 2011-2015 Strategic Plan sets out a vision for the future which will deliver outcomes aligned to the University's strategic directions for 2011-15. Our core purpose is excellence; in education, research and service, achieved through a shared culture of mutual accountability. Growth, innovation and renewal in our programs, pedagogy and services are the key to enable the Faculty to adapt and thrive in the changing internal and external higher education environment. The directions outlined will sustain the Veterinary School's century of leadership, international competitiveness and impact.
A consultative process for development of this plan enabled reflection on our purpose, achievements, challenges and opportunities and renewed our commitment to shared leadership.'
'The overarching goal of the Curriculum Renewal Program is to enhance students' engagement, learning experiences and outcomes through reviewing and renewing Macquarie curricula.' Macquarie University
'I had the opportunity to share with Aspirant Principal Leaders on Tuesday morning some information relevant to the improved data trend at Mont Albert Primary School over the last two years. This was a fabulous opportunity to enlighten others within Eastern Metropolitan Region about the superb efforts of all staff at Mont Albert Primary School and their commendable efforts to improve student outcomes and learning, setting high expectations for all. Leadership and School Climate are critical in driving the quality of student well-being hence student engagement. Research in a wide variety of organisations, including those in the education sector, demonstrates that four key elements of Empathy, Clarity, Engagement and Learning underpin the quality of any team environment.' Mont Albert Primary School Bulletin, Principals Update, 27 October 2011. Thanks to anonymous.
'A decision has been made that, at this point in time, periods of non-invitation will not be imposed by the Metropolitan West School Sport Board in relation to the use of compulsory swimwear.' From a letter telling a schoolgirl that a ban on taking part in inter-school competition because she wore togs that were not approved, had been overturned. Courier Mail, 9 June, 2011. Thanks to Barrie Gorton
'Principal Pauline Turner said the school sincerely apologised for the ''oversight in database management'' ... The Geelong College, one of the nation's most exclusive private schools, wrote to state schools in the local area requesting a ''gift for our anniversary year''.' 'Private school's request a bit rich', The Age, 8 June 2011.
'Core to the future of Deakin is the advancement of learning excellence and the student experience which is flexible, engaged and e-rich, and responds to the goals of ‘jobs for the future' and ‘education where you are'.
Chief Information Officer
A key outcome of the recent review of the Information Technology Services Division, this new leadership position will be responsible for the development and implementation of Deakin's information management and technology strategy, including provision of ICT services and the new learning managements system, Desire2Learn. The post will be advertised shortly.
Director, Strategic Intelligence and Planning
Responding to the need for enhanced evidence-based decision-making, the Strategic Intelligence and Planning Unit will broaden its contribution to the development of the University. The current position will be extended to include scenario development, benchmarking and futuristic studies, and real time information dissemination'. An email to Deakin University staff from the Vice Chancellor. Thanks to Colin Long.
‘Following a period of consultation and discussion with X in the context of future operational IT requirements and the strategic IT challenges ahead, we have decided together to restructure the IT team and appoint a new IT Manager. The new appointment will free X up to focus on areas of particular interest and passion; namely on the technical challenges at an infrastructure and network level which are significant and critical to achieving the vision for the School. Having X being able to focus on these matters in particular is a bonus for the School and he will be a key enabler of our IT strategy implementation in addition to providing strong support for the IT Manager…' From a Melbourne school. Thanks to anonymous.
'The aim of the program, and its success, will be measured by the degree to which it can expose an additional dimension to the famous lives "flattened" or distorted through the prism of other mass media, and to which it can express the fullest meaning of being alive in Australia through the "ordinary" stories of our citizens. The program will look beyond the formulae of stylised conflict, easy paradigms of well-being, the postures and personae by which daily lives are usually represented in most fictional and factual (including news and current affairs) representations of modern society. While not seeking to impose a spurious resolution or completion onto complex issues, the program will seek to elicit the ways in which different individuals are able to give meaning to their lives.' ABC's Australian Story program. Thanks to David Seargeant who showed this to a friend, an English teacher, who couldn't give David a simple interpretation of it. 'But he reckons it will make great material for his year 12 students to analyse.'
'The Question: Should learning design duties be added to traditional subject librarian tasks?
The Role: A learning designer, in the context that I am thinking about the role, most resembles a course project manager. The learning designer works directly in the learning management system (LMS) to develop the course skeleton to which the faculty member adds the flesh of content and assignments. The course skeleton includes course modules, with areas for learning outcomes, deliverables, discussions etc.'
The learning designer manages the loading of course content into the LMS, such as question banks, digitized articles, and links to streaming media. Actual design work is minimal, and does not involve any html, and is centered mostly around partnering with the faculty member to translate their teaching goals and desired content/assignments into an established course design methodology. Librarians as Learning Designers? Joshua Kim, Inside Higher Ed, 8 April 2010.
'2. Enhancing our Performance Culture
QUT (Queensland University of Technology) is committed to implementing an effective process of Performance Planning and Review (PPR) for all staff, detailing the links between the achievement of individual, division/departmental/faculty/school and organisational objectives and initiatives. The performance management process is participative and provides a framework for reviewing, developing and recognising work performance as well as formulating a development plan.
Awareness of the PPR process is critical for both staff and their supervisors to contribute to QUT 's performance culture. An understanding of the processes and policies enables positive outcomes for both individuals and for the University.' Thanks to anonymous.
Flexible delivery unit from the executive management committee's vision
Moving into a contestable environment provides the Institute with an opportunity to be responsive and provide ‘One stop shop' for recognition services, flexible delivery, off campus studies and identified gap training.
With this in mind the Executive Management Committee has approved the creation of a new unit called Flexible Delivery. The vision is for this unit to provide students with opportunities to have their complete flexible delivery needs met in one place. The creation of Flexible Delivery Unit will see the combining of all RPL, Rapid Recognition, and Off Campus delivery functions across the Institute.
This new unit falls within the Organisational Development division of the institute and X has been appointed as Manager of the Unit.
I am sure you will provide every support during the transition as the unit is established.' Email from a TAFE senior manager to employees. Thanks to Sean.
Consultants to enhance service delivery in uni.
‘On Monday, 4 April, a new Human Resources service delivery model will be put into place. The new model provides a ‘centre-lead' consultancy service, with Client-based Consultants nominated to support Client Groups across the University.
The Consultants will deliver HR advice, and provide support and problem solving across a range of HR issues to staff in the Client Group, usually through managers and supervisors, to assist them in achieving their goals and objectives. A Consultant will be available to each Client Group as a first point of contact for HRS, unless the client has a specific need, for example a Worker's Compensation enquiry or an immediate payroll issue...
The Consultants will enhance the service delivery from the central HRS teams but will not replace it. The roles and responsibilities of staff in the central teams will remain as “business as usual”.' An email from Dr Janis Shaw, General Manager of the Charles Darwin University's Office of Human Resource Services. Thanks to anonymous.
(past quotes in a PDF file)
Back to the top