The aim of this module is to enable participants to lead change in learning, teaching and assessment practices in their discipline and beyond. It explores emerging trends and current key priorities in higher education through the lens of transformative leadership. Participants will reflect on their current spheres of influence and will be enabled to identify ways to lead change in curriculum design (at module and/or programme level) and to champion innovation in learning, teaching and assessment practices in their disciplinary contexts. They will consider leadership strategies in higher education and how they might adopt various approaches i.e. to influence and innovate in their practice. This module fosters an evidence-informed approach to evaluating learning, teaching and assessment practices in the context of Higher Education. It supports participants in engaging with, and contributing to, a research informed approach to their disciplinary practice and the wider institutional, national and/or international context.

The syllabus focuses on leadership in learning, teaching and assessment. It explores how emerging trends, challenges and key priorities can be embedded in the context of higher education. Indicative topics to be explored include leadership theories in practice transformational leadership and mentorship; learning and teaching policy in HE; digital leadership; quality enhancement and assurance; leading innovation and change; the evaluation and impact of innovations; dissemination and leading work with key stakeholders within the macro and micro context of the learning experience. Participants will explore current research in higher education to identify potential pedagogic research of interest in their disciplinary context to both inform and enhance their practice, in addition to areas in the discipline and beyond to which they can contribute.

On successful completion of this module, students will be able to: • critically reflect on their contribution to academic leadership, decision making, strategic planning, quality enhancement and policy within learning, teaching and assessment in higher education; • identify strategies to effect innovation and change in learning, teaching and assessment, drawing on appropriate theories and frameworks to plan change and engage key stakeholders in learning and teaching enhancement; • explore emerging trends, challenges and key priorities and how these can be embedded in the macro context of higher education and realised in practice • engage with, and contribute to, the development and enhancement of a research informed approach to their disciplinary practice and the wider institutional, national and/or international context.

On successful completion of this module, students will be able to: • reflect on their influence as change agents in learning, teaching and assessment in higher education and on the value of Scholarship of Teaching and Learning in enacting innovation and change.

On successful completion of this module, students will be able to: N/A

This module is delivered as a series of active and collaborative learning activities, tasks and outputs in the context of intensive workshops through a blended approach that is flexible and inclusive. It is underpinned by a belief in the value of discussion and interdisciplinary exchange in co-operative professional development. Participants engage in active and critically reflective discussion across disciplines. They explore the theoretical and practical principles relating to leadership in learning, teaching and assessment in higher education (HE) and reflect on their role in influencing change in HE (Graduate Attribute: Agile). The primary focus of face-to-face and online sessions is structured reflective discussion tasks around teaching, learning and assessment in higher education, from the perspective of the participants, and in relation to relevant research and policy in the Irish higher education context and beyond (Graduate Attribute: Curious). The learning environment allows graduates to take responsibility for the direction of learning, teaching and assessment in the discipline in which they work (Graduate Attribute: Responsible). Participants engage by articulating research informed approaches to influence change and objectively critique and rationalise these decisions and beliefs (Graduate Attribute: Articulate and Courageous).