Presenters Biography

Louise Maddock

Louise Maddock is a Senior Learning and Teaching Consultant in the Centre for Learning Futures at Griffith University.  She is a member of the Griffith Institute for Educational Research and is currently completing her PhD studies using practice theory to explore the leading of program-level educational transformations in higher education.  Louise lectures in the Graduate Certificate of Higher Education, facilitates professional learning programs and leads action research projects focusing on curriculum transformation and leadership development. 

Samantha Carruthers

Samantha Carruthers is a Senior Consultant - Leadership for Learning at Griffith University’s Learning Futures.  She is a psychologist, specialising in group and organisational change, with over 20 years’ experience in community-based, not-for profit and government organisations. Her current practice focuses on activating shared leadership in complex systems, for transformational change. She applies action research methods, with current projects delivering organisational culture change and leadership development. She enjoys teaching an educational leadership and innovation course. 

 

Abstract

With a growing emphasis on evidencing degree-program quality in Australian universities, there is increased value for academic learning leaders to develop curriculum leadership capabilities that enable ongoing enhancements to learning and teaching in their program.  How do we enable context-specific practice-informed continuing professional learning for academics leading learning and teaching?  

By reconceptualising academic work as professional practice (Boud & Brew, 2013), this paper will present examples of developing practice-informed participatory action research approaches that aim to provide context-specific (site-based) continuing professional learning for academic learning leaders.  In addition, this presentation will explore the challenges of locating academic continuing professional learning in practice rather than individual development, and the challenges that adopting a practice perspective poses for those supporting the professional learning of academics.  

This presentation explores the theme of leadership development in learning and teaching.