5 Learning to Learn and Teach Together: Faculty Members’ Perspectives on the App
5 Learning to Learn and Teach Together: Faculty Members’ Perspectives on the Applications of the Five-Pillar Model within an Internationalized Context
Doug Hamilton
Professor
School of Education and Technology
Royal Roads University
Elizabeth Childs
Associate Professor
School of Education and Technology
Royal Roads University
Abstract
This research examines the fit between an institutional learning and teaching framework and the design and delivery of an internationalized graduate-level educational leadership program from the perspective of faculty members. The goal of this research study is to gather faculty perspectives on how the five key pillars of an institutional learning and teaching model were incorporated into the design and delivery of the educational leadership program to Chinese school administrators. This study employs photo-narrative methodology to assist faculty members in expressing their beliefs, opinions, and experiences about designing and teaching in the international program. Other complementary data-gathering methods, including focus groups, graphic recording, and free-writing sessions, are used. Themes are explored that help link the five-pillar model to faculty members’ teaching practices and to their reflections on the benefits of applying the learning and teaching model to an internationalized program context. Recommendations related to faculty development are highlighted.
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Introduction
The Learning and Teaching Model (LTM) developed at Royal Roads University (RRU) was intended to be applicable to a wide diversity of program models and delivery strategies. Our primary interest in conducting the current research study was to determine how the LTM model “fit” specifically within an international context by exploring the perspective of faculty members responsible for designing and teaching within an internationalized version of a graduate program at RRU—the Master of Arts in Educational Leadership and Management (MAELM) program. In this research, we were interested in what could be learned from faculty members’ perspectives that would be helpful in: (1) understanding the model’s application in an international context and (2) undertaking any modifications to the program for future delivery. This case study has been situated in a larger longitudinal study involving faculty members’ and learners’ perspectives on the program.
We begin this paper by sharing important background information related to the program itself. We also explore the literature on the internationalization of programs that is helpful to our current study.
Program Description and Context
The MAELM program is a 33-credit master’s program designed to help aspiring and existing administrators develop a critically reflective understanding of school improvement concepts and research, and to apply practical tools and strategies to address issues, challenges, and opportunities related to supporting student achievement and growth. The program is based on an outcom