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Kathryn Waddington's Presentation for ICLcity 2011


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Presentation given by Kathryn Waddington and Kathy Molloy at the Innovation, Creativity and Leadership event at City University London on the 13th June 2011.

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Kathryn Waddington's Presentation for ICLcity 2011

  1. 1. Learning about leadership through critical reflection and practitioner-academic co-inquiry Kathy Molloy, Orthopaedic Trauma Nurse Coordinator Barts and the London NHS Trust Kathryn Waddington, Director of Interprofessional Practice Programmes, School of Health Sciences
  2. 2. Working in the practice-theory space <ul><li>Who we are, what we do, how the presentation came about </li></ul><ul><li>Key elements: </li></ul><ul><li>critical reflection : no central academic core or disciplinary approach; unsettling concepts and assumptions; leading to unfamiliar territory </li></ul><ul><li>co-inquiry: learning together from day-to-day experience; openness to diverse ways of thinking </li></ul><ul><li>consumer feedback: implications for interdisciplinary research and practice </li></ul>
  3. 3. Principles of interprofessional practice <ul><li>Is about identifying and ‘crossing boundaries’, not ‘blurring boundaries’ </li></ul><ul><li>Learning with, from and about each other </li></ul><ul><li>There is no ‘one size fits all’ solution </li></ul><ul><li>Engaged leadership and flexibility of thought are crucial </li></ul><ul><li>Needs open organisational and professional cultures – no ‘no go’ areas </li></ul>
  4. 5. ‘ 7 deadly assumptions’ to be challenged <ul><li>The more lifelong learning the better </li></ul><ul><li>Lecturers know more than students </li></ul><ul><li>Lecturers lead, students follow </li></ul><ul><li>Lecturers assess, students are assessed </li></ul><ul><li>Our disciplines alone can save the world </li></ul><ul><li>Leadership as learned competence </li></ul><ul><li>Application of theory to practice happens outside of universities </li></ul><ul><li>After McWilliam, E. L. (2005) ‘Unlearning pedagogy’, Journal of Learning Design, 1(1): 1-11) </li></ul>
  5. 6. Conclusions <ul><li>Unlearning is crucial </li></ul><ul><li>The practice-theory space needs further exploration </li></ul><ul><li>There are alignments between lecturer-student and leader-follower relationships and processes in the </li></ul><ul><li>CO-CREATION OF LEARNING AND MEANING </li></ul><ul><li>In an interestingly coincidental way the action of cutting edge effective leadership mirrors the principles of co-inquiry and honouring learning derived from lived experience, and is open to diverse ways of thinking </li></ul><ul><li>Yorks, L. et al. (2007: 493) ‘The tapestry of leadership’, pp. 487-496 in P. Reason & H. Bradbury (eds) The SAGE Handbook of Action Research: Participative Inquiry and Practice (2 nd Ed), London: Sage. </li></ul>
  6. 7. Or…..? Every time I learn something new it pushes some old stuff out of my brain Homer Simpson THANK YOU AND QUESTIONS?