Changing perspectives : teaching and learning centres’ strategic contributions to academic development in Australian higher education

This article reports on a study of Australian teaching and learning centres to identify factors that contribute to their effective strategic leadership. These centres remain in a state of flux, with seemingly endless reconfiguration. The drivers for such change appear to lie in decision makers’ search for their centres to add more strategic value to organisational teaching, learning and the student experience. Through a synthesis of findings based on interviews, a survey of directors of centres and focus groups, the article identifies paradigmatic shifts in the ways centres see themselves, relate to their organisations and respond to external environmental forces. From an understanding of paradigm shifts, strategic contributions to academic development in the sector are framed organisationally through key points of leverage. Points of leverage are manageable actions that can be taken to maximise overall institutional impact and effectiveness.

Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students : a pilot

Background: Placements as a form of Work Integrated Learning are widely recognised for the positive impact they have on improving student employability and work readiness. Students can maximise strengths, improve areas of weakness, and develop a strong understanding of the requirements of their chosen field within the confines of a well monitored and rich learning environment. Assessment Centres (ACs) are commonly used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. Based on a recent literature review, the present the present project evaluates the application of AC methodology as a developmental tool within the placement milieu. The review, which is also included the current conference proceedings details the benefits of utilising the AC process forming the impetus for the present pilot (Sturre; von Treuer & Keele 2010).
Aims: The primary aim of the paper was to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15).
Method: A longitudinal design was utilised with numerous evaluation points from placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, role play, written report, leaderless group discussion and a personality assessment. Comprehensive feedback was provided by organisational psychologists who also fulfil the role of placement co-ordinators. With the assistance of Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These plans were to be addressed and progress monitored during consecutive placements.
Results: Initial perceptions gathered from students regarding the AC process were very encouraging. Performance
evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their workplace supervisors illustrate the positive effect of this methodology. The rigour and comprehensive techniques offered by the methodology enabled students to focus on and improve areas identified for development.
Conclusions: It is important to note that the present design formed a pilot study and as mentioned was undertaken with a limited sample. Future implementation is planned with larger samples, enabling a more comprehensive analysis of the methodology. Nevertheless, the methodology appears to provide a much needed strategy for the assessment and ongoing development of students prior to and during work placements. The application provides early intervention enabling students to address development needs with input from both university and organisational stakeholders based on an established, standardised process.