Margot McNeill is currently DVC, Learning and Teaching at International College of Management Sydney.
Responsible for teams leading curriculum innovation projects, learning design and professional development, ‘work integrated learning’, student support and library services, her role involves leading collaborative partnerships with stakeholders from across ICMS to transform learning, teaching, curriculum and the student experience.
Margot has held a range of senior positions and consultations in both higher education and vocational sectors, public and private, in Australia and New Zealand. Her research interests and much of her project work explore ‘technologies for learning and teaching’ and ‘change management to implement these technologies as a driver of transformation and staff capability building'. Research underpins her leadership, teaching and professional development work and she has over 600 citations for journal articles, conference papers and book chapters (Google scholar, 2018).
Previous roles include Head, L&T Transformation at Navitas L&T Services, and Senior Manager, Learning and Teaching Enhancement in UNSW’s Learning and Teaching Unit.
Most educational institutions have publically available strategic plans and yet there is often a gap between these visions and the action of individuals. This is especially the case in highly sessionalised environments where academic leaders often lament their inability to connect with and support these staff members toward their strategic priorities (see BLAST framework). Diverse, distributed and developmental leadership is required in order to embed these plans into the lived experience of students and staff.
International College of Management Sydney (ICMS) is a private higher education provider on Sydney’s Northern Beaches, focusing on industry experience and preparing students for success in their future careers. Innovation and quality are keys to maintaining relevance.
This presentation to prompt the round table discussion will begin with an overview of ICMS’s three tiered framework for academic leadership, along with examples of specific change management projects that have been designed to build middle level leadership capability and empower informal leaders as catalysis for sustainable change.
Questions will then be posed to access the 'collective intelligence' of the participants. The session will explore strategies that have been successful in other contexts and how they can be adapted and refined for use in contexts relevant to the audience. Participants will come away with the original academic leadership framework, the examples of implementation plus some additional strategies from the roundtable discussions.