Digital Teaching & Learning Manager
About this conversation:
This webinar will explore the potential for taking a coaching approach to learning and teaching development and how we can work holistically with individual’s strengths to ensure they are happy, satisfied and performing at their best.
Academia is facing a period of sustained and unprecedented change. A recent global study by Roland Persson from Jönköping University reported by Times Higher Education (2017) showed that stress in academia is on the rise due to increased workload and a lack of support.
Whitmore (2009) defines coaching as “unlocking people’s potential to maximize their own performance”. Coaching has been shown to positively impact psychological factors such as reducing stress and improving wellbeing and resilience (Grover & Furnham, 2016). Common outcomes from coaching include increased self-efficacy, performance and satisfaction (Jarvis, 2008). Coaching is becoming more widely used across the Higher Education (HE) sector. This includes coaching support for senior management and increasing provision for researchers (Medd, 2012). However there is very little research into the efficacy of academic coaching for improving learning and teaching practice.
I propose that coaching may be a positive developmental intervention that can improve confidence and competence in teaching. During this webinar, we will:
- investigate the benefits and challenges of adopting a coaching approach
- try out a range of coaching tools and techniques that encourage academic development
- debate the feasibility of adopting a coaching approach for improving learning and teaching practice
I am passionate about helping people realise their potential through leading academic career development and executive coaching. I’m a co-founder of #coachingHE, a qualified executive coach and facilitator of coaching skills development. I am currently Digital Teaching & Learning Manager in the School of Health & Society at the University of Salford.
As an advocate of social media, I encourage experimentation in blended learning through creative, experiential and heutagogical approaches. I teach across a wide range of topics including education, social and digital media, personal effectiveness, communication, leadership and public engagement.
Before moving into the field of academic and researcher development, I worked in the NHS as a clinical molecular geneticist following graduation from my PhD studying the genetics of osteoarthritis.
- Grover, S., & Furnham, A. (2016). Coaching as a Developmental Intervention in Organisations: A Systematic Review of Its Effectiveness and the Mechanisms Underlying It. PLOS ONE, PLOS ONE , 11 (7).
- Jarvis, J. (2008). CIPD Coaching and Buying Coaching Services: A Guide. Retrieved 3 July, 2017, from http://www.cipd.co.uk/NR/rdonlyres/C31A728E-7411-4754-9644-46A84EC9CFEE/0/2995coachbuyingservs.pdf
- Medd W. (2012) Coaching for research in UK higher education institutions: a review. Vitae Report. Retrieved 3 July, 2017, from https://www.vitae.ac.uk/vitae-publications/reports/coaching-report-2012-vitae.pdf.
- Times Higher Education. (2017). UK and Australian universities ‘more stressful than Uganda’. Retrieved 3 July, 2017, from https://www.timeshighereducation.com/news/uk-and-australian-universities-more-stressful-than-uganda
Whitmore, J. (2009) Coaching for Performance: GROWing Human Potential and Purpose. London; Boston, Nicholas Brealey Publishing.
When: Wednesday 11th July 2018 12:00-13:00 (UK Time)
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