Gao, Xiaowen ORCID: https://orcid.org/0000-0002-6682-6193 (2023) Leading transnational education partners through distributed leadership. In: The 37th BAM 2023 Annual Conference: Towards Disruptive Sustainability: New Business Opportunities and Challenges, 1st - 6th Sep, 2023, University of Sussex Business School. (In Press)

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Abstract

Many studies have identified the importance of distributed leadership as a potential contributor to positive change and school improvement. Marking moderation is an important quality assurance process to check marking consistency ensuring the validity and reliability of allocated marks (Mahmud and Sanderson, 2011; Sadler, 2013). A key value of marking moderation is how the mark is agreed upon through discussion and collaboration (Sadler, 2013), as a result, this can be a valuable source of both informal and formal professional development. Nevertheless, it is not clear whether Transnational partners appreciate the value of moderation practices as it is often observed as a box-ticking exercise where little time has been invested in developing a shared understanding of assessments and marking standards among module teams. This has a far-reaching impact on students as sound marking and moderation are fundamental to student experience and success. We therefore takes an action research approach (Altrichter and Gstettner, 1993) following the distributed leadership theory and aiming to enhance collaborative marking by engaging TNE colleagues via pre-marking meetings to enhance the quality of marking and to develop competencies in partners’ academic staff.

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	transnational education; distributed leadership; collaborative learning
Subjects:	H Social Sciences > H Social Sciences (General) H Social Sciences > HB Economic Theory L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Business Greenwich Business School > Political Economy, Governance, Finance and Accountability (PEGFA)
Last Modified:	02 Dec 2024 16:08
URI:	http://gala.gre.ac.uk/id/eprint/46236

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