Development and Application of a Distributed Leadership Framework to the Curriculum Mapping of Quantitative Skills in First-Year Undergraduate Agriculture Degrees

Title
Development and Application of a Distributed Leadership Framework to the Curriculum Mapping of Quantitative Skills in First-Year Undergraduate Agriculture Degrees
Publication Date
2019
Author(s)
Wilkes, Janelle
( author )
OrcID: https://orcid.org/0000-0002-2477-9528
Email: jwilkes2@une.edu.au
UNE Id une-id:jwilkes2
Reid, Jackie
( author )
OrcID: https://orcid.org/0000-0002-5193-3818
Email: jreid3@une.edu.au
UNE Id une-id:jreid3
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Institute for Innovation in Science and Mathematics Education
Place of publication
Australia
UNE publication id
une:1959.11/29063
Abstract
Quantitative skills (QS), the ability to use mathematical and statistical reasoning in context, are considered essential threshold learning outcomes in Australian university agricultural courses (degrees). Curriculum mapping can be used to determine how the existing curriculum fosters the development of QS, and identify where opportunities for skills development are missing in the curriculum. To address the challenges of curriculum mapping this paper describes the development and application of a modified distributed leadership model based on the merging of Kotter’s eight steps for structural change (2014) and Jones, Hadgraft, Harvey, Lefoe and Ryland’s framework for distributed leadership (2014). Distributed leadership is built on the foundations of change theory, moving beyond the traditional leadership boundaries and has been increasingly used in higher education. This case study demonstrates how distributed leadership has been used successfully in determining the graduate level QS and driving the mapping process for the first-year curriculum. Curriculum maps showed when the QS were taught, practiced and assessed across 10 science degrees, including three agriculture degrees, at a regional Australian university. As a result, holistic curriculum changes were flagged with the aim of enhancing QS development for both on campus and distance learning students.
Link
Citation
International Journal of Innovation in Science and Mathematics Education, 27(4), p. 14-26
ISSN
2200-4270
Start page
14
End page
26

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