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A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME

Sam Buxton Orcid Logo, Tegwen Malik Orcid Logo

EDULEARN Proceedings, Pages: 1565 - 1569

Swansea University Authors: Sam Buxton Orcid Logo, Tegwen Malik Orcid Logo

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DOI (Published version): 10.21125/edulearn.2023.0482

Abstract

The MSc Management (and pathways) at Swansea University has seen substantial developments over the past 3 years with a January entry enrolment point being introduced in January 2021. The popularity of this entry point along with the increased popularity of our September entry point and the change in...

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Published in: EDULEARN Proceedings
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
Published: IATED 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa64091
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The popularity of this entry point along with the increased popularity of our September entry point and the change in UKVI regulations has led to an explosive increase in student numbers. The current academic year will see the programme enroll over 600 students (mainly international) when combining both entry points. This significant increase in student numbers has also created significant challenges for the academics involved in teaching on this programme. The mental health and wellbeing of staff is of significant importance as the challenges this increase in student numbers has brought is significant. This joint case study relating to the expansion of the team that manages the MSc Management (and pathways).The research will focus on leading and supporting teaching teams from two different viewpoints. It start by giving a brief overview of the evolution of the MSc Management (and pathways) within the School of Management at Swansea University and how it has developed from a 150+ student programme to a 600+ student programme with two enrolment points. As this had meant there needed to be a significant development in the way the programme is led and how staff are supported on it. The research then moves to look at the programme from a leadership perspective looking at how we ensure that all members of the programme management team are operating in a cohesive manner and making sure all staff teaching on the programme have the required support.We have been advocating to the senior leadership teams for more academics because, as it stands, we currently have 60 academics teaching on a programme of over 600 students (but only around 10 academics are involved in the main teaching and the rest are brought in to ensure there is adequate supervision on the dissertation and business project modules). This is a staff ratio of 1:60.This research looks at the ways in which as a programme team we are developing resources to best support the teaching team on the MSc Management. Examples of this include:1. Ensuring adequate resources are in place to deliver modules: for the large compulsory modules that requires exceptionally large teams. These modules are the specialist dissertation or business project modules2. Carrying out staff training as part of CPD (Continuing Professional Development) to ensure that staff are all aligned and have clear guidelines and structure to follow3. Managing multiple markers to ensure consistency in feedback and grade setting4. Putting systems and procedures in place to try and provide consistent responses for all modules.We would like to benefit their well-being and while we are not able to address staff workloads, we feel the measures we are introducing will support their well-being.The case study will highlight the ideas we hope to embed to support both areas while still successfully supporting our students.</abstract><type>Conference Paper/Proceeding/Abstract</type><journal>EDULEARN Proceedings</journal><volume/><journalNumber/><paginationStart>1565</paginationStart><paginationEnd>1569</paginationEnd><publisher>IATED</publisher><placeOfPublication/><isbnPrint/><isbnElectronic>978-84-09-52151-7</isbnElectronic><issnPrint/><issnElectronic>2340-1117</issnElectronic><keywords>Programme Management, large cohorts, CPD, Training and Supporting Staff, Leadership in Management</keywords><publishedDay>1</publishedDay><publishedMonth>7</publishedMonth><publishedYear>2023</publishedYear><publishedDate>2023-07-01</publishedDate><doi>10.21125/edulearn.2023.0482</doi><url>http://dx.doi.org/10.21125/edulearn.2023.0482</url><notes/><college>COLLEGE NANME</college><department>Business</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>BBU</DepartmentCode><institution>Swansea University</institution><apcterm>Not Required</apcterm><funders/><projectreference/><lastEdited>2023-10-03T14:57:01.8012589</lastEdited><Created>2023-08-21T13:07:24.1281927</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Management - Business Management</level></path><authors><author><firstname>Sam</firstname><surname>Buxton</surname><orcid>0000-0003-1007-7063</orcid><order>1</order></author><author><firstname>Tegwen</firstname><surname>Malik</surname><orcid>0000-0003-4315-5726</orcid><order>2</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling v2 64091 2023-08-21 A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME 27aacc6d5049c8d2c26495e4e6a6bd75 0000-0003-1007-7063 Sam Buxton Sam Buxton true false d7e74f3c3979dff2baba1a16fe50e24a 0000-0003-4315-5726 Tegwen Malik Tegwen Malik true false 2023-08-21 BBU The MSc Management (and pathways) at Swansea University has seen substantial developments over the past 3 years with a January entry enrolment point being introduced in January 2021. The popularity of this entry point along with the increased popularity of our September entry point and the change in UKVI regulations has led to an explosive increase in student numbers. The current academic year will see the programme enroll over 600 students (mainly international) when combining both entry points. This significant increase in student numbers has also created significant challenges for the academics involved in teaching on this programme. The mental health and wellbeing of staff is of significant importance as the challenges this increase in student numbers has brought is significant. This joint case study relating to the expansion of the team that manages the MSc Management (and pathways).The research will focus on leading and supporting teaching teams from two different viewpoints. It start by giving a brief overview of the evolution of the MSc Management (and pathways) within the School of Management at Swansea University and how it has developed from a 150+ student programme to a 600+ student programme with two enrolment points. As this had meant there needed to be a significant development in the way the programme is led and how staff are supported on it. The research then moves to look at the programme from a leadership perspective looking at how we ensure that all members of the programme management team are operating in a cohesive manner and making sure all staff teaching on the programme have the required support.We have been advocating to the senior leadership teams for more academics because, as it stands, we currently have 60 academics teaching on a programme of over 600 students (but only around 10 academics are involved in the main teaching and the rest are brought in to ensure there is adequate supervision on the dissertation and business project modules). This is a staff ratio of 1:60.This research looks at the ways in which as a programme team we are developing resources to best support the teaching team on the MSc Management. Examples of this include:1. Ensuring adequate resources are in place to deliver modules: for the large compulsory modules that requires exceptionally large teams. These modules are the specialist dissertation or business project modules2. Carrying out staff training as part of CPD (Continuing Professional Development) to ensure that staff are all aligned and have clear guidelines and structure to follow3. Managing multiple markers to ensure consistency in feedback and grade setting4. Putting systems and procedures in place to try and provide consistent responses for all modules.We would like to benefit their well-being and while we are not able to address staff workloads, we feel the measures we are introducing will support their well-being.The case study will highlight the ideas we hope to embed to support both areas while still successfully supporting our students. Conference Paper/Proceeding/Abstract EDULEARN Proceedings 1565 1569 IATED 978-84-09-52151-7 2340-1117 Programme Management, large cohorts, CPD, Training and Supporting Staff, Leadership in Management 1 7 2023 2023-07-01 10.21125/edulearn.2023.0482 http://dx.doi.org/10.21125/edulearn.2023.0482 COLLEGE NANME Business COLLEGE CODE BBU Swansea University Not Required 2023-10-03T14:57:01.8012589 2023-08-21T13:07:24.1281927 Faculty of Humanities and Social Sciences School of Management - Business Management Sam Buxton 0000-0003-1007-7063 1 Tegwen Malik 0000-0003-4315-5726 2
title A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME
spellingShingle A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME
Sam Buxton
Tegwen Malik
title_short A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME
title_full A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME
title_fullStr A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME
title_full_unstemmed A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME
title_sort A CASE STUDY OF LEADING AND SUPPORTING TEACHING TEAMS AT A PROGRAMME MANAGEMENT LEVEL FOR A 600+ STUDENT MSC MANAGEMENT PROGRAMME
author_id_str_mv 27aacc6d5049c8d2c26495e4e6a6bd75
d7e74f3c3979dff2baba1a16fe50e24a
author_id_fullname_str_mv 27aacc6d5049c8d2c26495e4e6a6bd75_***_Sam Buxton
d7e74f3c3979dff2baba1a16fe50e24a_***_Tegwen Malik
author Sam Buxton
Tegwen Malik
author2 Sam Buxton
Tegwen Malik
format Conference Paper/Proceeding/Abstract
container_title EDULEARN Proceedings
container_start_page 1565
publishDate 2023
institution Swansea University
isbn 978-84-09-52151-7
issn 2340-1117
doi_str_mv 10.21125/edulearn.2023.0482
publisher IATED
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url http://dx.doi.org/10.21125/edulearn.2023.0482
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description The MSc Management (and pathways) at Swansea University has seen substantial developments over the past 3 years with a January entry enrolment point being introduced in January 2021. The popularity of this entry point along with the increased popularity of our September entry point and the change in UKVI regulations has led to an explosive increase in student numbers. The current academic year will see the programme enroll over 600 students (mainly international) when combining both entry points. This significant increase in student numbers has also created significant challenges for the academics involved in teaching on this programme. The mental health and wellbeing of staff is of significant importance as the challenges this increase in student numbers has brought is significant. This joint case study relating to the expansion of the team that manages the MSc Management (and pathways).The research will focus on leading and supporting teaching teams from two different viewpoints. It start by giving a brief overview of the evolution of the MSc Management (and pathways) within the School of Management at Swansea University and how it has developed from a 150+ student programme to a 600+ student programme with two enrolment points. As this had meant there needed to be a significant development in the way the programme is led and how staff are supported on it. The research then moves to look at the programme from a leadership perspective looking at how we ensure that all members of the programme management team are operating in a cohesive manner and making sure all staff teaching on the programme have the required support.We have been advocating to the senior leadership teams for more academics because, as it stands, we currently have 60 academics teaching on a programme of over 600 students (but only around 10 academics are involved in the main teaching and the rest are brought in to ensure there is adequate supervision on the dissertation and business project modules). This is a staff ratio of 1:60.This research looks at the ways in which as a programme team we are developing resources to best support the teaching team on the MSc Management. Examples of this include:1. Ensuring adequate resources are in place to deliver modules: for the large compulsory modules that requires exceptionally large teams. These modules are the specialist dissertation or business project modules2. Carrying out staff training as part of CPD (Continuing Professional Development) to ensure that staff are all aligned and have clear guidelines and structure to follow3. Managing multiple markers to ensure consistency in feedback and grade setting4. Putting systems and procedures in place to try and provide consistent responses for all modules.We would like to benefit their well-being and while we are not able to address staff workloads, we feel the measures we are introducing will support their well-being.The case study will highlight the ideas we hope to embed to support both areas while still successfully supporting our students.
published_date 2023-07-01T14:57:03Z
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