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Academic Leadership in Learning, Teaching & Assessment

Module Code: TBA


Draft Schedule: commencing with one half day, three one day workshops 10 – 12 and 1 -3 and two one hour lunchtime Webinars. Dates for the next iteration of this module are to be confirmed.

How to apply: You must complete the online application form at least 10 working days prior to module commencement.

TU Dublin Staff Fee Waiver: If you are a current TU Dublin staff member i.e. with current staff number, you may be eligible for a TU Dublin Staff Fee Waiver. Please read the TU DublinFee Waiver Policy and complete the associated Fee Waiver Application Form‌ if applicable. This form must be completed before or at the time of applying.

Module Aim:

This practice based module is tailored to meet the needs of Heads of School/Assistant Heads of School in their role as academic leadership leaders, decision makers and strategic planners and managers within a teaching, learning and assessment context. A key focus of the module is on developing leadership capabilities necessary to lead in curriculum renewal. An overview of different models of curriculum design, change and innovation is considered within the context of current thinking and best practice in learning, teaching and assessment including the use of technology, where appropriate.

What will I learn?

Upon successful completion of this module, participants should be able to:

  • critically reflect continuously on their professional role as an academic leader in the context of learning, teaching and assessment strategic development
  • demonstrate an understanding of contemporary Higher Education policy issues in local, national and international contexts
  • apply an understanding of education and leadership policy issues to their own practice context and strategic planning processes
  • critically evaluate resources and learning technologies for inclusion in the design and renewal of programmes of learning
  • engage effectively with communities of practice within their own profession and others.


How will I learn?

Guest presentations, webinars and case study exemplars provide participants with an opportunity to hear from key policy makers, educational researchers and developers as a way to extend their own knowledge around key strategies and practical ideas of relevance to their own working context. Class discussion is driven and supported by appropriate academic research literature and will allow for ideas and issues to be clarified. These aim to enable participants to draw on their own knowledge and exchange their ideas with colleagues. Independent study allows participants to be responsible for engaging in independent reading in order to consolidate and expand on the material covered in the workshops.

Introduction to the module

  • Overview of Key policies within a local, national and international context:
    • Current trends/ debates
  • National Quality Assurance frameworks within an international context:
    • Introduction to Learning theories – research of relevance
  • Curriculum planning – key things to get right:
    • Planning an inquiry based curriculum/alternatives to dissertations
  • Working with external communities/professional bodies to tailor programmes
  • Increasing Flexibility /Enriching with new Technologies – overview of current and future trends in in tools and media
  • Strategic Programme planning:
    • successful transitions, streamlining assessment, increasing student engagement and supporting diversity

How will I be assessed?

  • Individual case study. Based on a short interview with a colleague related to their strategy programme evaluation/redesign. Guide: 500 – 700 words.
  • 2,000 word paper: Participants select a topic/theme/policy of relevance to their leadership context

Are there any pre-requisites?

Entry Requirements for the CPD are in line with the Requirement of the MA in Higher Education award. Participants in the roles of ‘programme co-ordinators’ with responsibility in developing or implementing new curricula are especially encouraged to attend.