Strategic Learning and Teaching Leadership – Director Role (2020–2025)

Project Overview:
As Director of Learning and Teaching from 2020 to 2025, Dr Julie McFarlane led a department-wide strategic review of all academic programmes, teaching delivery, and staff development processes. This multifaceted role spanned curriculum design, quality assurance, professional development, and academic leadership. Julie’s remit was to identify gaps, enhance alignment with institutional strategy, and build capacity across academic teams. Her leadership resulted in a refreshed Learning and Teaching Strategy, a new HEA-accredited doctoral training pathway, and a renewed culture of continuous improvement across the department.

The Challenge:
The department, while strong in delivery, lacked a coherent strategy to guide future-facing learning and teaching. Challenges included:

1. Fragmentation across programme design and delivery, leading to inconsistent student experiences;

2. Outdated training provision for doctoral and early-career teaching staff;

3. Limited cross-programme innovation, with missed opportunities for curriculum coherence and pedagogical development.

Julie’s role required both systemic oversight and deep consultation—balancing strategic thinking with practical implementation, particularly in the wake of pandemic-driven disruptions.

The Solution:
Julie led a structured and inclusive approach to departmental renewal:

• Strategic Programme Review:
  Conducted interviews with academic and administrative staff to assess existing programme structures, identify content gaps, and evaluate delivery effectiveness. This process informed a full redesign of the department’s Learning and Teaching Strategy, aligning it with institutional goals on digital education, inclusivity, and employability.

• Curriculum and Assessment Reform:
  Audited module materials and assessments to ensure pedagogical coherence, alignment with learning outcomes, and relevance to real-world application. Introduced student choice mechanisms and authentic assessment tools across multiple programmes.

• Doctoral Teacher Training Programme:
  Designed and launched a new HEA-accredited training programme for PhD students teaching across the department. The programme focused on inclusive pedagogy, assessment literacy, and reflective practice. Due to its success, it was later extended to Enterprise Fellows across the wider faculty.

• Academic Capacity Building:
  Facilitated staff development workshops on feedback literacy, curriculum mapping, and active learning strategies. Supported colleagues to apply for HEA recognition, with increased numbers achieving Fellowship or Associate status.

The Impact:
Julie’s leadership delivered measurable benefits at both departmental and institutional levels:

1. Strategic Clarity:
   The new Learning and Teaching Strategy provided a clear, shared direction for innovation and quality assurance across programmes.

2. Enhanced Staff Capability:
   Over 40 doctoral students and Enterprise Fellows received accredited training, strengthening the pipeline of confident, capable educators.

3. Improved Student Experience:
   Module evaluation scores rose, particularly in areas related to assessment clarity, learning resources, and active engagement.

4. Cultural Shift:
   The department reported stronger collaboration between programme leads and greater ownership of continuous improvement.

Conclusion:
Julie McFarlane’s tenure as Director of Learning and Teaching delivered a lasting legacy of quality, coherence, and academic leadership. Her ability to translate strategic aims into operational outcomes, while empowering staff and students alike, repositioned the department as a model of innovation and inclusion. This case underscores her strength in leading complex change across academic teams, structures, and systems.