GENERAL INFORMATION
TAM title: Leadership in learning
Type of Event: Seminar
Modality: Presential
Location: University of Applied Sciences in Ferizaj
Country: Kosovo
Dates: 10-11 June 2024
Participants: More than 60 participants attended the workshop, representing a wide range of disciplines. About one-third came from medicine, 15% from engineering, and the rest from diverse fields such as natural sciences, computer science, economics, arts, education, and tourism. Most participants (87%) were involved in teaching, while others also worked in management and administration, educational research, and quality assurance.
THEMES COVERED
Advancing Equity, Diversity, and Inclusion (EDI) in higher education.
Integrating competence-based learning with labour-market needs.
Applying insights from cognitive science to enhance learning design.
Using innovative and technology-enhanced teaching methods.
Ensuring curriculum alignment and fostering continuous improvement.
KEY OUTCOMES
During the workshop, participants:
Enhanced their understanding of the importance of Equity, Diversity, and Inclusion in educational settings. As a result, they are aware of the need to integrate these principles into their daily operations and curricula.
Learned about the effectiveness of active learning techniques, which have been shown to improve student engagement and learning outcomes.
Enhanced their awareness of competence-based learning frameworks that align more closely with industry needs and prepare students for real-world challenges.
OVERVIEW
The “Leadership in Learning” seminar explored the evolving challenges and innovative approaches in higher education teaching, highlighting the need for adaptability and reflection. Participants examined changing societal expectations and student profiles, gaining insights into the diverse needs of today’s learners.
The seminar promoted self-reflection on teaching philosophies and introduced competence-based learning approaches inspired by the EU Year of Skills, offering practical strategies for curriculum and classroom design. A strong focus was placed on fostering Equity, Diversity, and Inclusion (EDI) and developing inclusive learning environments.
Discussions also addressed the cognitive processes underpinning learning and showcased tools such as audience response systems and educational nudging to enhance engagement and feedback. The syllabus was presented as a key contract between teachers and students, reinforcing the importance of constructive alignment.
Finally, participants explored data-informed approaches and student feedback as drivers of continuous improvement. The seminar concluded with the development of individual action plans, empowering participants to apply new insights as leaders in the evolving higher education landscape.
THE FOLLOW UP ACTIVITY
Title of the activity: HERE workshop on “Implementing principles of Leadership in Learning”
Dates: 21 October 2024
Audience: The workshop brought together 12 participants, representing a diverse mix of academic and administrative staff from HEIs in Kosovo. The audience included faculty members, institutional leaders, and management representatives with a shared interest in strengthening leadership in teaching and learning.
Description: The workshop focused on integrating leadership principles into higher education to strengthen teaching and learning effectiveness. It emphasised new pedagogical techniques, the use of technology in classrooms, and fostering creativity among staff and students. Through interactive discussions, needs assessments, and peer learning, participants developed practical strategies and action plans to enhance leadership in learning within Kosovo’s higher education institutions.
The workshop gathered a diverse group of professionals from academia and management, united by a shared commitment to advancing leadership in higher education and strengthening academia–industry partnerships. Participants gained insights into leadership practices that support student-centred learning, inclusivity, and collaboration, helping bridge institutional and sectoral gaps while improving educational quality and innovation.
By promoting inclusive and student-focused teaching, the workshop contributed to ongoing higher education reforms and inspired a culture of continuous improvement. It highlighted the importance of strong leadership in fostering engagement, staff satisfaction, and institutional resilience. The outcomes are expected to influence policy development, encourage sustainable leadership practices, and drive measurable improvements in the quality and adaptability of higher education institutions in Kosovo.
ENHANCING IMPACT: PROPOSED NEXT STEPS
To HE authorities:
Policy Support for EDI Initiatives: Enhance support for policies that promote equity, diversity, and inclusion within all HEIs;
Funding for Professional Development: Allocate funds specifically for the development and implementation of professional development programmes that focus on modern pedagogies and competence-based learning;
Data-Driven Decision Making:Encourage the use of data analytics in educational decision-making to better track progress and outcomes, guiding policy adjustments.
To Higher Education Institutions:
Implement EDI Programs:Develop and implement comprehensive EDI programs to ensure a supportive and inclusive atmosphere for all students and staff;
Curriculum Reform:Revise curricula to include competence-based elements that reflect the current industry and societal needs;
Enhance Teacher Training: Regularly update teacher training programs to include the latest educational technologies and methodologies.
To Academic Leaders:
Leadership in Learning Initiatives: Champion initiatives that promote leadership qualities among students, preparing them for future challenges;
Community Engagement:Increase engagement with local communities to ensure that educational programs are aligned with local needs and opportunities.
To Administrative Staff:
Support Systems for Continuous Improvement: Establish systems that support continuous improvement in teaching practices and curriculum development;
EDI Administrative Frameworks: Create administrative frameworks that support the implementation of EDI policies effectively.
RESOURCES AND BACKGROUND MATERIAL
- European Association for Quality Assurance in Higher Education (ENQA) (2015).
Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Brussels: ENQA. Available at: https://www.enqa.eu/esg-standards-and-guidelines/ - European Commission (2023).
European Year of Skills: Empowering people through learning and skills. Brussels: European Commission. Available at: https://year-of-skills.europa.eu/
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