Module leaders are integral cogs to the smooth machinery of higher education. They’re responsible for the design, delivery and assessment of individual modules and they ensure the curriculum meets academic standards and addresses students’ needs. It’s essential that new module leaders are well prepared and supported through continuous professional development.
Training new module leaders is a critical task for universities, but it comes with challenges that impact how prepared they can be for their new roles.
- There is a shortage of professional development opportunities for module leaders who are either new to academia, practitioner-teachers or work on a part-time basis.
- The coordination of training sessions that fit into the varied schedules of new hires, especially when they have different commitments.
- Voluntary induction training, without clear definition of its content, can lead to disparities, knowledge gaps and a scarce cohesive teaching environment.
- Technological changes: keeping module leaders up to date and learning how to implement these technologies for effective delivery of pedagogy is crucial.
To overcome these challenges, we need to design training opportunities that are both effective and engaging. Based on current practices in different higher education institutions and especially at our university, here are five tips for improving module leadership development training.
Set out your induction training policy
Adopting a standardised training policy for module leaders will ensure that all new module leaders receive uniform preparation and support. The policy should identify the structure of the training, as well as the departments within the university that are involved in its development and provision, training processes, support, flexible learning options (such as blended learning), and the scheduled training and workshops throughout the year.
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To make it as accessible as possible, place your key resources in the virtual learning environment the module leaders will use. Include the module leader handbook, with the outlines of roles and responsibilities and policies related to quality assurance, external examiner and module continuous improvement.
Make space for a community of practice
Build a community of practice through ongoing collaboration with more experienced module leaders and share common interests, challenges and best practices. Develop this community using formal and informal spaces. For example, formal spaces are seen in mentoring, buddy schemes and peer observation, while informal spaces are seen through office colleagues.
In addition, it is important to have an online space, such as an online forum, where module leaders can exchange information and tips for good practice.
Consider the training scope
Training helps module leaders make a smooth transition into their roles. The development and provision of this training will require collaboration between different departments. This will include the college or school, which requires module leaders, IT, quality assurance and centres for academic development that provide learning and pedagogical support. The scope of this training will be:
- Short term: the induction training to complete the daily tasks of module leaders, including pedagogical and administrative roles. The pedagogical support can be provided by the education department, Advance HE and SEDA. In addition, training on digital tools is required to complete the pedagogical and administrative roles, including learning material, assessment, marking and external examination. For example, using the virtual learning environment such as Blackboard or Moodle, student record systems such as SITS or Gradelink, data analytic tools such as QlikView or Power BI, and timetable applications such as CMISgo and Alma.
- Long term: By engaging in continuous professional development, module leaders will expand their pedagogical approaches and learning enhancement tools to improve module design and quality of education. Continuous professional development ensures module leaders stay up to date with current advancements in higher education and carry out their duties.
Flexibility and accessibility
Continuous professional development opportunities for module leaders should be delivered in a flexible and accessible way by organising synchronous training on campus and online.
In addition, asynchronous training opportunities can be developed through massive open online courses (Moocs). The module leaders will have different opportunities to engage in training according to their availability, and they can learn at their own pace. This flexibility is particularly beneficial for part-time module leaders or those with heavy workloads.
Set a feedback loop in motion
Training design and development for new module leaders should have a top-bottom and bottom-up approach. The training content shouldn’t be determined only by the higher management (top-bottom), such as the human resources department, deans and heads of schools. Instead, it should be designed by their end-users (bottom-up), such as module or course leaders, to address their actual needs and challenges. Both approaches should include a time for reflection to identify current specific end-users’ needs, latest educational trends, delivery methods, support mechanisms and impact. This will increase module leaders’ collaboration, engagement and motivation and improve the university’s sense of community.
Training and continuous professional development opportunities for module leaders ensure they remain at the forefront of educational innovation, equipped with the latest pedagogical skills and knowledge. Development opportunities should be progressed according to the needs and resources available to each higher education institution, so that they are flexible and accessible. This way, they enhance the quality of teaching and also foster a culture of lifelong learning and professional growth among the staff.
Gustavo Espinosa Ramos is a senior lecturer in the School of Management and Marketing; Louis Spring is a senior lecturer in the School of Applied Management, both at the University of Westminster.
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