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Comparison of Leadership in Education

Info: 2841 words (11 pages) Essay
Published: 17th Mar 2021 in Education

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Leaderships Discussion

An area of intense focus for these two leaders should be directed toward the collaborative curriculum development’s three major characteristics in the quest to reach the student academic excellence benchmark (Tan et al., 2016). Of the three characteristics, the first for discussion is educational substance and intended purpose of the curriculum learning activities. According to Iwasiw, Goldenberg and Andrusyszyn (2009), curricular complications should be identified and undergo a rigorous assessment to highlight challenging areas that may hinder learning in either educational organizations. A collaboration between the academic managers for Mountainview Community College and Springhaven University must occur to implore prospective complications as they review considerations from errors of the past. In addition, the leaders can select authentic, location specific curricular to recover from each institution’s nursing content dissemination.

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The next area of consideration to review derives from agency identified concerns about the nursing educators from Mountainview Community College and Springhaven University.  Every nurse educator on the payroll for each learning institution are responsible for the curriculum course topics.  All stakeholders must be involved in the curriculum development with the goal for all to accept the proposed changes (Keating, 2011). This practice will increase educator learning enthusiasm by motivating content delivery through familiar instructional methods (Tan et al., 2016). Nevertheless, the two institution academic leaders should come together and collectively develop a change process to improve comprehension of content.

The last area of discussion for the institutions academic managers is the prominence of contemporary society learning dynamics and cyclic nature.  Based on the principle that instructional methods will change according to evidence based best practice data, educational leaders are required to assess the existing teaching methods and the effect it will have on nursing practice in the future (Iwasiw, Goldenberg and Andrusyszyn, 2009).  The academic managers have a responsibility to blend the learning process and curriculum design by evaluating the clinical practice cyclic nature.  The leaders of both institutions must examine existing instructional method and collectively devise corrective actions for all identified deficiencies. This action can be accomplished by investigating innovative instructional methods and evaluate learning effectiveness improvement (Tan et al., 2016).  Construction of a collaborative curriculum design corresponds instructional methods to deter confusion that may arise while facilitating learning.

Factors for Leadership Consideration

Leadership operations are influenced by daily activities in conjunction with the environment.  Components for the implementation of the collaborative curriculum development process must include consideration for environment and temperature-correlated effects. A learning environment must be conducive to appropriate content delivery. A positive learning environment will provide optimum avenues to deliver the educational content. The adoption of this modality will uplift the faculties achievement levels and foster a quality of high achievement for these two learning institutions (Keating, 2011).  An effective learning environment eliminates interruption of instructional and non-instructional origins from the curriculum design framework.  Besides, learning endorsement will certify educator acquaintance of course content requirement to facilitate nursing student knowledge and skills base increase.

Another consideration to focus on is the technological behavior factor.  This feature is constructed by identifying realistic goals to coincide with the projected educational outcomes. The curriculum planning coordination must complement student behavior and achievement modes. Support is not limited to students during this transition, but also extend to those responsible for implementing the curriculum, the academic stakeholders (Tan et al., 2016). In the quest to involve the education leaders from Springhaven University and the Mountainview Community College, in curriculum development, increase their confidence level and accept program ownership, a professional development program will be required.

The Curriculum LeaderSelection

One expected role of the curriculum leaders is to motivate the education team to achieve the common goal of curriculum design. The curriculum leader is frequently chosen according to the ability to assume the responsibility of the required duties. The process to select a curriculum leader considers the educator’s level of expertise in alignment with the goals of the institution (Tan et al., 2016).  The selected leader’s level of educational preparation is doctoral preferred. Though, educational preparedness is a quality of consideration, leadership qualities also consider educators performance analysis obtained from disciplines of various modalities (Iwasiw, Goldenberg, & Andrusyszyn, 2009). The ideal leader should display outstanding performance and inspiration characteristics.  Other traits the curriculum leader should possess include competence in the responsibilities of the leadership role as well as a well-developed understanding of the organizational framework.

Additionally, leaders from both the Springhaven University and the Mountainview Community College should participate in the curriculum development to capture a collaborative process to obtain each institution’s vision.  A leader from each of the institution will provide the framework for operation in the nursing schools, and this will guide in the formulation of a combined curriculum (Keating, 2011).  The leaders will also identify and discuss anticipated challenges with the collaborative curriculum development process due to the individual institutions internal organizations that may not marry well with the projected changes. In addition, the collaborative curriculum development will require the distinct expertise each learning facility possess to design instructional methods that that merge the requirements of both faculties to incorporate need of the learners.

The community nursing leader role is critical for communicating society care aspects. The community nurse leaders possess real-world community nursing care knowledge, which will provide up to date best practice information for curriculum development (Tan et al., 2016).  Including this information in the curriculum construction is essential in certifying the selected course content presented ensure quality care demands are met.

Community nursing leaders introduce subject leaders to the appropriate health system codes for planning and practice. This process will allow curriculum designers the opportunity to articulate individual skills and competencies mandatory for nursing program enrollment (Keating, 2011).  Curriculum development meetings are coordinated, coached and lead by the nursing leaders. The meetings will develop practice and critical thinking skills.

Included Elements in Faculty Development

A program for faculty development must include leadership training.  The expected leadership training will include curriculum concept definitions and implementations options to ensure expected learning outcome (Tan et al., 2016).  An attempt to institute faculty development void a leadership training opportunity presents technical knowledge deficit, eliminating the ability to achieve a program pattern.  Required support modalities are incorporated into the curriculum program development.  This outlines faculty members motivation modalities to institute continuous effort to achieve institution defined goal (Iwasiw, Goldenberg, & Andrusyszyn, 2009).  Feedback obtained from the follow-up evaluation can support the insights on the program aspects educators request to have addressed.  The participant’s level of confidence in improving student learning outcomes can be enhanced with training workshops and curriculum implementers support. 

Selecting a Change Theory

Efforts to plan a change is curriculum may involve the implementation of several tactics. The initial step in this process for Dr. Eme is the use of effective communication skills to share diverse change theory insights and improve the committee members knowledge base on the framework and its relevance (Boschman, McKenney, & Voogt, 2014).  The improved knowledge on change theory will provide members with the tools required to select the optimal theory and offer a solution for the newly developed curriculum. Once awareness is created, team member motivation is essential to assist with developing interest in the proposed change theory implementation (Mitchell, 2013).   Dr. Eme must present a comprehensive action plan to address the implementation of the proposed curriculum change to resolve the issues associated with the existing instructional method.

Facilitate Curriculum Development

New curriculum implementation is offered after the previous committee is disbanded and innovative ideas are promoted. The previous committee may obstruct the implementation process due to the resistance to the curriculum change.  Prior to the dissolution of the previous committee, the members should interact in a consultation session with the members to certify a smooth teaching method conversion (Iwasiw, Goldenberg, & Andrusyszyn, 2009). The members of the previous committee should be reassigned within the new curriculum plan to certify their contributions are incorporated into the institutional operations. Selection for the new committee members must be merit based according to the election policy of the institution.

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Specific election guidelines must be followed to ensure appropriate legal framework for the institutions governing document is used in the committee members selection process.  Committee member nominations initiate the election process. Nominees are selected by members of the faculty or external sources.  The election is conducted during the Annual General Meeting (AGM), the votes casted during the meeting and the postal ballots collected through the institution absentee ballots determine the new committee members (Keating, 2011). The elected committee members assume the positions of curriculum coordinator, chairman, vice chairman, communications coordinator, treasurer and secretary.

Undergraduate Curriculum Development

It is imperative all faculty members participate in the institutional curriculum development.  In this situation, Dr. Lumella and Dr. Eme must present motivation to change for the MS and PHD program educators who are resistant to participation in the curriculum development of the undergraduate program (Boschman, McKenney, & Voogt, 2014). A change motivation tactic may include informing the educators that the possibility exists for a participation benefit in the form of a monetary reward.  Another option may be to provide a position that include leadership responsibilities that are closely associated with the individual attendance (Iwasiw, Goldenberg & Andrusyszyn, 2009).  This process should be conducted during gatherings of faculty members such as special committee meetings or general annual meetings which will allow the faculty members to provide input require the input.  Dr. Lumella and Dr. Eme should attempt to motive employees to accept the curriculum change. One way may be to inform the reluctant members on the benefit of the foundational development through the formulation of the instructional methods for the undergraduate programs (Boschman, McKenney, & Voogt, 2014). These options may assist members to obtain some understanding of the benefits that accompany the proposed curriculum changes.

Approaches for Curriculum Developers

Decision making approaches for the curriculum developers involve distribution of insights and negotiations. Part of the instructional method development requires participants to reveal concepts and views perceived necessary to be incorporated into the curriculum (Mitchell, 2013). The teaching methods for the course will be obtained through brainstorming and exchanging of thoughts regarding the curriculum. Another aspect is created with all members obtaining a sense of control and ownership during the decision-making process in the development of the curriculum proposal (Iwasiw, Goldenberg, & Andrusyszyn, 2009). The result of this process permits the members formulation of instructional method selection and omission justification.

Curriculum Development Plan

A curriculum development work plan begins with instructional method objective description and goals the student should receive. The next step of this process is resource identification to attain the institutional vision.  It is imperative for curriculum developers to display knowledge of the instructional method characteristics required to meet the students needs and objectives (Iwasiw, Goldenberg, & Andrusyszyn, 2009).  Other responsibilities of the curriculum developers include assembly and develop material relevant in implementing the teaching method of choice.  A plan is devised to attain student learning outcomes to include implementation, utilization and processing methods. Next, the curriculum development process is finalized with the selected instructional method evaluation to appraise the educators and learner experiences (Mitchell, 2013).

Curriculum Development Publication

A foundation for future curriculum implementation is established after publication.Additionally, confusion related to intended student learning approachesare minimized.  Publication of curriculum development also leads novice faculty members through the institution’s instructional methods essential in the deliveryof content (Keating, 2011). Curriculum Developmental groups may oversee faculty composition to converse instruction of authorship.Additionally, faculty members should complete leader selection, establish time limit and responsibilities designed for authorship.

Curriculum Work Resources

Awareness of advocacy and framework are essential primary curriculum development resources. Other curriculum materials consist of the available space for learning and storage within the educational facility.Additionally, essential resources for instructional and curriculum method implementation include tools for program planning, stationary, measurement equipment, data collection tools, educational materials, computers and software (Keating, 2011). 

Helpful Faculty Development Activities

To ensure curriculum implementation, faculty will increase resources for the established instructional method.  The framework outlines the method of learning the faculty should operate under to prevent member conflict (Boschman, McKenney, & Voogt, 2014).This includes launching curriculum evaluation methods and work standards to expand delivery of content.Periodic appraisal of the established curriculum musts be completed(Iwasiw, Goldenberg, and Andrusyszy, 2009).  Therefore, a master schedule to support projects on implementation of curriculum should be developed.


In conclusion, collaborative curriculum development programs provide substantial components for institutions to provide context to improve education and learning facilitation. The planning process will identify required curriculum prerequisites.  These methods objectives develop instructional methods that would correspond with the curriculum development plan of the learning institution.


  • Boschman, F., McKenney, S., & Voogt, J. (2014). Understanding decision making in teachers’ curriculum design approaches. Educational technology research and development, 62(4), 393-416. Retrieved from https://ris.utwente.nl/ws/files/6745337/art%253A10.1007%252Fs11423-014-9341-x.pdf
  • Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum development in nursing education (2nd ed.). Boston, MA: Jones & Bartlett. 
  • Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York, NY: Springer.
  • Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management, 20(1), 32-37.
  • Tan, K. H. K., Heng, M. A., & Lim-Ratnam, C. (2016). Curriculum leadership by middle leaders: Theory, design and practice. Milton Par, UK: Taylor & Francis.


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