HULL UNIVERSITY Learning and Teaching Conference 2015 I.Pownall C.Hookham Williams.

HULL UNIVERSITYLearning and Teaching Conference 2015

I.PownallC.Hookham Williams

Content

Introduction

Threshold concepts Leadership as a threshold concept

Residential Experiences The residential experience as a mode for securing leadership threshold

Example for the current HUBS final year framework

Problems and uncertainties

Threshold Concepts

Define disciplinary boundaries

Troublesome to grasp

Are integrative and require application

Result in a permanent shift in understanding

Require changes in behaviour and practice

Threshold concepts in Business, Management and Economics

Leadership and Leadership Practice

Proposed as a threshold concept Yip & Raelin (2011). Hawkins & Edwards (2013)

Highly relevant focus for the Business School

The study of leadership is insufficient to secure an expectation of becoming a leader

Cognitive understanding impacts and shapes its practice Transformative learning typical of threshold concepts occurs in ‘provoked’ learning

environments (Land, 2011) Challenging environments require learners to confront doubt and uncertainty Learners engaging with appropriate language and behaviour – indicative of transformative

learning (Meyer & Land, 2005)

Leadership – foci on situational and shared leadership Socially situated action learning (Yip & Raelin, 2011)

Residential Experience Mode- drivers

Non classroom based learning directly challenges ritualised learning and student expectations (Meyer & Land, 2005)

Residential experiences Are ‘provocative’ Are typical of larger change management initiatives in organisations Build and reshape the relationships between the learner and their environment Can service multiple module learning outcomes Offer higher levels of permanency of learning Help support retention of students Support identity development of learners Illustrate the practical and real application of skills and knowledge Indirect benefits

Residential Experience Mode-resistors

Financial Cost

Resource implications

Uncertainties: Yip & Raelin (2011) – focused upon postgraduate studies – threshold applicable to UG

students? Are educators who have internalized threshold understanding able to enable learners with

those same difficulties? Should only nascent practitioners be employed?

What alignment is needed between ILOs and Threshold concepts? What measures can be developed to locate a learner on their journey through this

threshold concept? Are there better modes of delivery and platforms for enabling engagement with threshold

concepts (such as residential experiences)?

Mode Developmental Action Learning (MBA)

Classroom learning (UG)

Residential Learning (UG)

Goal: Students examine diverse perspectives of leadership

Goal: Students examine diverse perspectives of leadership

Goal: Students examine diverse perspectives of leadership

Process: Students deploy and enact new perspectives through class experimentation and within their own organisations

Process: Students deploy new perspectives and enact through class experimentation and within exemplar organisations / case studies

Process: Students deploy new perspectives through experimentation and within exemplar organisations / case studies in challenging new professional learning environment. Professionalisation of language and behaviour.

Reflection: Integration of theory and practice through student designed, led and implemented project in their workplace – followed by reflection

Reflection: Reflection and discussion of the potential merits and weaknesses of alternative solutions and approaches to student identified leadership projects

Reflection: Reflection and discussion of the potential merits and weaknesses of alternative solutions and approaches to student identified leadership projects in an immersive and professionally enabled learning environment

‘Current’ Proposal

‘Leadership’ - a common exit theme across approx.75% of final year HUBS UG modules

Pilot model – from HUBS @ Scarborough Weekend conference event Pre departure expectations Case Studies of leading change management in a number of organisations* External speakers and guest consultants – comment and advise Post event reflection

Develop final year UG experience – across the School through C2016/2016+

* Follows from work in Strategic Management: Synoptic Assessments

References cited

Hawkins B. and Edwards, G., (2013),’Managing the monsters of doubt: Liminality, threshold concepts and leadership learning’, Management Learning, DOI: 10.1177/1350507613501736Land, R.,(2011), There could be trouble ahead: using threshold concepts as a tool of analysis, International Journal for Academic Development , 16(2), 175-178, DOI:10.1080/1360144X.2011.568747Meyer, J.H.F. and Land, R.,(2005),Threshold concepts and troublesome knowledge(2):Epistemological considerations and a conceptual framework for teaching and learning, Higher Education, 49, 323-388, DOI: 10.1007/s10734-004-6779-5Yip J. And Raelin J.A.,(2011),Threshold concepts and modalities for teaching leadership practice, Management Learning, 43(3), 333-354.DOI 10.1177/1350507611422476