Leading Learning Design: Investigating Program Leaders' Initial Conceptions Of Graduate Attributes

Kylie Readman

doi:10.5204/jld.v4i4.85

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Leading Learning Design: Investigating Program Leaders' Initial Conceptions Of Graduate Attributes

Journal article

Open access

Peer reviewed

Leading Learning Design: Investigating Program Leaders' Initial Conceptions Of Graduate Attributes

Kylie Readman

Journal of Learning Design, Vol.4(4), pp.10-20

2011

DOI: https://doi.org/10.5204/jld.v4i4.85

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Abstract

Curriculum and Pedagogy

program leaders

leadership

learning design

graduate attributes

This paper reports on the perspectives of program leaders at a regional university, captured as they prepared to lead a program level curriculum renewal, driven by the introduction of a new set of graduate attributes. The aim of the research was to gain a deeper understanding of how program leaders anticipated leading changes to learning design by inviting them to reflect on the factors that impact on learning design in their program. The program leaders' perspectives were gathered via interview and sought to engage with program leaders' conceptualisation of their role as program leaders and their current understanding of graduate attributes in terms of perceived benefits and challenges. Barrie's (2003) framework for understanding what graduate attributes are and how they can be developed was used as a theoretical framework when analysing the data. The analysis also examined program leaders' views on what would constitute valid evidence of successful integration of graduate attributes into their programs.

Details

Title: Leading Learning Design: Investigating Program Leaders' Initial Conceptions Of Graduate Attributes
Authors: Kylie Readman (Author) - University of the Sunshine Coast - Faculty of Science, Health and Education
Publication details: Journal of Learning Design, Vol.4(4), pp.10-20
Publisher: Queensland University of Technology
Date published: 2011
DOI: 10.5204/jld.v4i4.85
ISSN: 1832-8342
Copyright note: Copyright © 2011 Kylie Readman. The original article has been published in the Journal of Learning Design 2011, 4, 10-20, the only accredited archive of the content that has been certified and accepted after peer review. Copyright and all rights therein are retained by the JLD and the author. This published version is reproduced in accordance with this policy.
Organisation Unit: Centre for Support and Advancement of Learning and Teaching; Office of the Deputy Vice-Chancellor (Academic); University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449739702621
Output Type: Journal article

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