The HEA Executive Development Programme

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1 The HEA Executive Development Programme Leadership in Learning, Teaching and the Student Experience A vibrant and transformative programme for strategic leaders of learning, teaching and the student academic experience who wish to enhance their leadership capacity and consolidate their understanding of the dynamic higher education landscape.

2 A transformative programme for leaders of learning and teaching In this programme we have marshalled the experience and expertise to help you make real and lasting transformations This new and innovative leadership programme is designed primarily for those leading at executive level (Deputy or Pro Vice-Chancellors) on teaching, learning and the student academic experience. As the imperatives to improve the student academic experience have become increasingly central to the mission of higher education providers, the strategic leadership requirements and challenges of such roles and the opportunities to take forward transformative change, have grown substantially. All elements of the programme aim to produce a rich, stimulating and interactive development environment. As the national body for enhancing learning and teaching in higher education, we recognise the complexities of the current environment and how crucial leadership roles are in HE providers delivery of forward-looking, high-quality education, and in maintaining and growing both institutional reputations and the UK s world-leading position in higher education. In this programme we have brought together sector-leading experience and expertise to help you make real and lasting transformations. 5 highly interactive and intensive residential seminars 2 facilitated group visits + facilitated action-learning sets

3 Participant benefits We offer a programme which combines the further development of key leadership skills with the requirements of this specific portfolio. All elements of the Executive Development Programme (EDP) aim to provide a rich, stimulating and interactive development environment to produce high levels of confidence in strategic decision-making, the ability to lead institution-wide change initiatives, and sophisticated levels of understanding. Benefits include further development of powers of analysis and problem solving, and reinforcement of credibility, authority, and the ability to work effectively with others. The EDP has been designed to deepen and strengthen existing expertise while challenging and stretching boundaries. It is designed to energise and strengthen confidence and to optimise ambition and innovation, thereby benefiting you, your institution, and the student academic experience. The programme also expects to establish an enduring and accumulating alumni network, enabling mutual support and further development. Key information Application Full application information can be found on our website: Fees 12,000 + VAT for subscribing institutions 14,000 + VAT for non-subscribers Contact For further information, contact Dr Natasha Taylor at: natasha.taylor@heacademy.ac.uk or telephone: Participant profile The programme is designed primarily to support those in senior leadership and executive roles (at PVC/DVC level or equivalent) with portfolios covering education, learning and teaching and the student experience. It may be particularly attractive to those who are recently appointed but is equally appropriate for those moving between different kinds of HE provider, and for those seeking a development opportunity in this field. Those working for HE providers with different leadership structures (e.g. where student education has no executive role, or where student education is spread across executive deans or equivalent) are welcome to make further enquiries about the programme s suitability. The programme could be used to support an application for Principal Fellowship of the HEA with respect to continuing professional development (CPD). 3

4 The HEA EDP comprises three main elements: intensive seminars; visits and engagements; and resources and activities including action-learning sets. Professor Philip Martin HEA Executive Development Programme Director There will be five interactive residential seminars of a day and a half each. These will expose participants to the most recent experiences of leaders in the field, and to exercises, case-studies and scenarios in an exciting and varied format. Each will cover vital elements of the portfolio, including the policy framework, leading innovation and change, issues of management, governance and risk, student engagement and the National Student Survey, and the international context and internationalisation. The residential seminars will include an evening meal and informal networking opportunities. The programme will be kept current and topical, and will therefore also be responsive to sector and policy changes. There will be two days of group visits to influential and pioneering bodies operating at a UK-wide level. These facilitated visits will give participants a unique opportunity to engage with key individuals working at the cutting edge of policy and innovation in learning and teaching. We will provide facilitated actionlearning sets in which participants will work in small groups on a project area based on their individual requirements relating closely, wherever appropriate, to strategic initiatives they are leading or planning in their roles. Groups will be formed around areas of common interest, and this element of the programme will directly support live agendas and institutional priorities. All participants will be supported throughout by an online environment supplying easy access to key materials including: those used and developed in the seminars; alerts for current and topical issues; discussion fora for the rapid exchange of information and views. Programme at a glance Residential Seminar 1 Residential Seminar 2 Residential Seminar 3 The policy framework for learning and teaching April 2015, Woburn House Conference Centre, London This residential engages with the policy scenarios and changes in UK HE five years after the Browne review, and now charged with the energies of an impending general election. It will focus on how leaders can confront the challenges of rapid and volatile change in: the emerging national policies for UK higher education; changing roles of the funding councils, other key HE bodies and student entitlement; competition and collaboration, including private and alternative providers; leading on policy changes at institutional level. Leading innovation in learning and teaching and managing change June 2015, Aston University, Birmingham This residential is designed to enhance your leadership capacities and attributes in relation to change programmes, in addition to developing a sophisticated understanding of the national agenda for the improvement of learning and teaching. It will cover the many dimensions of leading change in practice, including: the challenges for leaders of innovation; improvements for teaching and the competing priorities; large scale curriculum design and reform; change management models; new technologies, new learning. Governance and management; the changing curriculum September 2015, Aston University, Birmingham Here you will explore and enhance your capacities in relation to two main areas: governance, management and governing bodies increasing interest in teaching quality KPIs; and the question of devolved or centralised curriculum frameworks. Both areas are increasingly challenging leaders to confront key questions about where the accountability for the quality of teaching resides. We will consider: management of teaching performance; reward and recognition schemes: addressing poor performance; handling the Board or Council and the Executive in relation to learning and teaching, managing up and down; infrastructure models and effectiveness.

5 Residential Seminar 4 Residential Seminar 5 Facilitated group visits Student engagement, NSS and managing risks November 2015, Aston University, Birmingham This residential focuses on the centrality of the student contract and the changing roles of students in a potentially de-regulating environment. You will work with scenarios and case studies on responding effectively to NSS findings. Topics will include: leading and sustaining success in the NSS; predictable and less predictable encounters in role; alternative models: students as consumers; students as partners; working with the NUS and the Students Union to deliver the student offer. The UK in the international context and the internationalisation agenda January 2016, Aston University, Birmingham The final residential is designed to broaden your experience, understanding and ability to handle the international context and the internationalisation agenda. Working with a series of models, case studies and exchanges, themes will include: imperatives for internationalisation; the development and sustainability of international markets; the PVC/DVC role in an international context; the opportunities, risks and challenges of international education. The Open University 21 May 2015 Flexible learning, leading learning and teaching, innovation in the international context, the development of FutureLearn. The Centre for Higher Education Studies (CHES), Institute of Education, London 9 July 2015 Introduction of the research work of CHES and facilitated discussion of the international context. For further details on the content of the seminars and organisational visits, go to our website :

6 The Programme Team Professor Cliff Allan Vice-Chancellor, Birmingham City University Professor Allan has an extensive record of leadership in corporate strategy, international strategy, widening participation, employability and the student academic experience. He held Deputy Vice-Chancellor roles at Sheffield Hallam University and Teesside University and was previously Head of Learning and Teaching Policy at HEFCE. Professor Madeleine Atkins CBE Chief Executive, HEFCE Professor Atkins joined HEFCE as Chief Executive in January 2014 having previously been a member of the HEFCE Board. She has held various senior positions at the University of Newcastle, and was Vice-Chancellor of the University of Coventry between 2004 and December Professor Phil Cardew Pro Vice-Chancellor (Academic), London South Bank University Professor Cardew has extensive experience in the development of academic programmes, degree awarding powers and quality. He has worked for the QAA, the Oman Academic Accreditation Agency and for the Australian Universities Quality Agency and the Academic Quality and Accreditation Commission in Palestine. He is an independent governor at Norwich University College of the Arts and a Fellow of the RSA. Nicola Dandridge Chief Executive, Universities UK Before joining Universities UK Nicola was Chief Executive of the Equality Challenge Unit, the higher education agency which promotes equality and diversity for staff and students. She originally qualified as a lawyer, initially working in the City before moving to Glasgow where she specialised in equality law. Phyllida Hancock Freelance facilitator and workshop designer Starting out as an actress and singer, including two years with the Royal Shakespeare Company, since 1998 she has worked as an independent training and coaching professional. She is an Associate of Olivier Mythodrama, Ranmore Consulting and Mary-Louise Clark Associates, for which companies she designs and delivers workshops on leadership, team building, scenario planning and communication skills. Phyllida is also a Teaching Associate at Warwick Business School. Professor Vivien Jones Pro Vice-Chancellor for Student Education, University of Leeds Professor Jones is responsible for the academic and co-curricular experience of all taught students. Working closely with colleagues in schools, faculties and services, and with Leeds University Union, she ensures that the University s research excellence translates into learning opportunities for students, and that students are fully supported in making the most of their Leeds experience. Mark Leach Founder, Editor in Chief and Director, Wonkhe Mark is Director of Wonkhe, the home of higher education wonks and everyone interested and engaged in higher education policy, people and politics. He has previously worked in policy and public affairs roles at the National Union of Students, Higher Education Funding Council for England, University Alliance, GuildHE and as Chief Policy Adviser to former Shadow Minister for Universities & Science, Shabana Mahmood MP. Dr Debbie McVitty Head of Policy, NUS As part of the leadership network in the NUS, Debbie leads a team of experts in education and social policy working to ensure students are heard in national policymaking, and are equipped to influence in their institutions through their students union. Dr McVitty is an observer to Teaching Quality Student Experience Advisory Board (TQSE), a member of HEFCE s research and exchange strategic advisory committee and sits on the editorial board of wonkhe.com. Professor Philip Martin HEA Executive Development Programme Director Professor Martin is a higher education consultant with extensive experience in the sector. He has held two Pro Vice-Chancellor positions (at De Montfort and Sheffield Hallam universities), having previously held posts at Royal Holloway, Gloucestershire, Winchester and Exeter universities. He currently sits on a number of national committees and working groups. He is also a member of HEFCE s TQSE committee and a governor at Bath Spa University.

7 Professor Julie Mennell Deputy Vice-Chancellor (Academic), University of Sunderland Professor Mennell s responsibilities encompass the students academic experience including academic programme development and delivery, careers and employability, student and learning support and quality assurance and enhancement. She has an international reputation in the field of forensic science, and is currently President of the North East Association of Science Education and a Fellow of the HEA, The Forensic Science Society and Institute of Measurement & Control. Professor Rikki Morgan-Tamosunas Deputy Vice-Chancellor, University of Westminster Professor Morgan-Tamosunas responsibilities include leadership of learning and teaching and the wider student experience. She joined the University in 2003 as Dean of the School of Social Sciences, Humanities & Languages and subsequently held roles as Provost of the Cavendish Campus and Pro Vice-Chancellor. Professor Bernie Morley Pro Vice-Chancellor for Learning and Teaching, University of Bath Professor Morley is also co-convenor of the PVC/DVC network for the HEA and was an international adviser to the Irish Higher Education Authority for a review of PhD education in Ireland and also to the Irish Universities Quality Board in rewriting its national guidelines for good practice. Professor Gill Nicholls Vice President and Deputy Vice-Chancellor, Academic Affairs, University of Surrey Professor Nicholls is responsible for innovation in learning and teaching, quality enhancement, quality assurance, learning resource and the library, and the student experience. She has held several senior posts in universities and serves on numerous national bodies including the All- Party Parliamentary University Group and the HEFCE Teaching Quality Student Experience Advisory Board. Professor John Raftery Vice-Chancellor, London Metropolitan University Professor Raftery has extensive international experience, and was a member of Kofi Annan s Global Humanitarian Forum and served as an adviser to the UK-India and UK-India-US Research Initiatives. In the UK, he has been a board member of a number of bodies including, recently, the Office of the Independent Adjudicator, The Open University, National Role Advisory Board and the Council of Ruskin College Oxford. Professor Ella Ritchie OBE Emeritus Deputy Vice-Chancellor, Newcastle University Professor Ritchie s research interest is the Europeanisation of higher education in the EU and wider Europe, and she has been actively involved nationally in the development of Research Masters and Doctoral programmes. She is a member of HEFCE s Strategic Committee for Teaching, Quality and the Student Experience, and in 2012, she was awarded an OBE for Services to higher education. Professor John Simons Deputy Vice-Chancellor (Academic), Macquarie University, Sydney Professor Simons previously held various roles at universities in the UK and visiting Professorships and Fellowships in the USA. He is President of College of Humanities and Social Sciences (CHASS), an Executive Board Member of DASSH and a member of the Academic Council of the International League of Higher Education in Media and Communication. Professor Mary Stuart Vice-Chancellor, University of Lincoln Professor Stuart is passionate about the student experience, and has developed new student engagement opportunities, working closely with Lincoln s Students Union. She is a member of several HE organisations, including HEFCE s Leadership and Management Strategic Committee, and is Chair of the Universities Association of Lifelong Learning and Deputy Chair of the University Alliance.

8 Our ten-month programme is designed for strategic leaders of learning and teaching who want to reinforce their leadership capacity, enhance the student academic experience and develop a sophisticated understanding of the national learning and teaching landscape. Throughout the programme, participants will work alongside peers in a supportive and interactive environment. Professor Stephanie Marshall Chief Executive The Higher Education Academy Contact us The Higher Education Academy Innovation Way York Science Park Heslington York YO10 5BR +44 (0) enquiries@heacademy.ac.uk The Higher Education Academy, 2014 The Higher Education Academy (HEA) is the national body for learning and teaching in higher education. We work with universities and other higher education providers to help bring about change in learning and teaching. We do this to improve the experience that students have while they are studying, and to support and develop those who teach them. No part of this document may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any storage and retrieval system without the written permission of the Higher Education Academy. Such permission will normally be granted for educational purposes provided that due acknowledgement is given. The Higher Education Academy. Company limited by guarantee registered in England and Wales no Registered as a charity in England and Wales no Registered as a charity in Scotland no.sco To request copies of this document in large print or in a different format, please contact pressoffice@heacademy.ac.uk. The Higher Education Academy and its logo are registered trademarks and should not be used without our permission.