Abstract
Background
Educational leadership is considered pivotal for high quality education. To boost educational leadership a teaching-focused full professor career track programme was launched in 2017.
Summary Of Work
A selective, education focussed career-track was designed and named ‘Senior Fellow Programme’. The programme consists of a paid three to five year 0,4fte fellowship appointment accompanied by a development programme, and followed by nomination as full professor. The appointment is to be devoted to a large-scale innovation project as well as to personal development and contribution to development of others. The first seven participants and the two programme leaders used an introspective realist evaluation approach to unravel mechanisms by which this career track is experienced to influence educational leadership.
Summary Of Results
The programme successfully enhanced educational leadership. This success is attributed to three interdependent and interacting mechanisms: Firstly, the recognition the participants receive by nomination. They gain visibility and receive recognition from peers, supervisors, and senior leaders in and outside the faculty. Secondly, the reform that they bring into effect by being given paid time for a large-scale innovation project, often consisting of a theme in which multiple concrete innovations were developed, scholarly contributions produced, and strategical-political roles taken on (such as chairing committees). Thirdly, the responsibility participants experience to further educational culture is important in their leadership development. This responsibility is experienced as shared:
despite being individually nominated they experience success or failure of each individual participant as important for the success of the programme and the enhancement of teaching culture at the institute, leading to a strong ‘Community of Practice’ despite the large disciplinary and contextual differences between participants.
Discussion And Conclusion
In literature several hurdles have been identified for teaching-focussed career: push-back from core faculty, misalignment of policies and practice, and low take-up of new career opportunities. Our study reveals that a full professor career track, based on a fellowship programme, helps overcome these challenges. Moreover, the study sheds light on three interacting mechanism that foster educational leadership: recognition, reform, and responsibility.
Take Home Messages
Three interacting success factors are important in the design and evaluation of educational leadership interventions at medical faculties worldwide: recognition, reform, and responsibility.
Educational leadership is considered pivotal for high quality education. To boost educational leadership a teaching-focused full professor career track programme was launched in 2017.
Summary Of Work
A selective, education focussed career-track was designed and named ‘Senior Fellow Programme’. The programme consists of a paid three to five year 0,4fte fellowship appointment accompanied by a development programme, and followed by nomination as full professor. The appointment is to be devoted to a large-scale innovation project as well as to personal development and contribution to development of others. The first seven participants and the two programme leaders used an introspective realist evaluation approach to unravel mechanisms by which this career track is experienced to influence educational leadership.
Summary Of Results
The programme successfully enhanced educational leadership. This success is attributed to three interdependent and interacting mechanisms: Firstly, the recognition the participants receive by nomination. They gain visibility and receive recognition from peers, supervisors, and senior leaders in and outside the faculty. Secondly, the reform that they bring into effect by being given paid time for a large-scale innovation project, often consisting of a theme in which multiple concrete innovations were developed, scholarly contributions produced, and strategical-political roles taken on (such as chairing committees). Thirdly, the responsibility participants experience to further educational culture is important in their leadership development. This responsibility is experienced as shared:
despite being individually nominated they experience success or failure of each individual participant as important for the success of the programme and the enhancement of teaching culture at the institute, leading to a strong ‘Community of Practice’ despite the large disciplinary and contextual differences between participants.
Discussion And Conclusion
In literature several hurdles have been identified for teaching-focussed career: push-back from core faculty, misalignment of policies and practice, and low take-up of new career opportunities. Our study reveals that a full professor career track, based on a fellowship programme, helps overcome these challenges. Moreover, the study sheds light on three interacting mechanism that foster educational leadership: recognition, reform, and responsibility.
Take Home Messages
Three interacting success factors are important in the design and evaluation of educational leadership interventions at medical faculties worldwide: recognition, reform, and responsibility.
| Original language | English |
|---|---|
| Publication status | Published - Aug 2022 |
| Event | AMEE 2022 - Lyon, France Duration: 28 Aug 2022 → 31 Aug 2022 https://www.ccc-lyon.com/en/amee-lyon-2022 |
Conference
| Conference | AMEE 2022 |
|---|---|
| Country/Territory | France |
| City | Lyon |
| Period | 28/08/22 → 31/08/22 |
| Internet address |