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Published by Moshe Caine, 2019-11-02 07:00:34

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CLEVER HANDBOOK
Hadassah Academic College Jerusalem November 2017
Presented by
Prof. Moshe Caine Prof. Michael Berman Judith Guetta Amir Cohen Doron Altaratz Moshe Kalige
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The handbook covers four main aspects
PROJECT RATIONALE
Need for developing creative leadership programmes, overview of current situation with strengths and weaknesses in existing educational environment, defining the project’s aims and objectives.
CREATIVE LEADERSHIP EDUCATION ROADMAP
Detailed description of two programmes: (1) creative leadership programme within HEI and (2) life-long learning vocational programme modules. The roadmap includes also the implementation plan for the selected programmes
STAFF DEVELOPMENT PROGRAMME
Overview of knowledge, skill and competences that need to be developed, how to engage wide range of stakeholders within and from outside of HEI in developing and implementing the creative leadership programmes, how to involve practitioners from the sectors in teaching process and how to support multi-disciplinary and cross- departmental initiatives.
ASSESSMENT OF IMPACT
Setting criteria for self-evaluation and assessing impact of implemented programmes for the participants, how to evaluate students in creative leadership programmes and support constant renewal to address changing educational, business and cultural environment.
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CONTENTS
1. PROJECT RATIONALE ....................................................................................................4 1.1 Needs analysis ........................................................................................................4 1.2 Strengths and weaknesses..........................................................................................5 1.3 Project aims and objectives........................................................................................8
2. CREATIVE LEADERSHIP EDUCATION ROADMAP ........................................................................9 2.1 Detailed description of creative leadership programme within the HEI ....................................9 2.2. Detailed description of life-long learning vocational programme .........................................20
3. STAFF DEVELOPMENT PROGRAMME ..................................................................................26 3.1 Gap analysis .........................................................................................................26 3.2 Aims and objectives................................................................................................26 3.3. Staff training modules ............................................................................................27 3.4. Partnerships ........................................................................................................28
4. ASSESSMENT OF IMPACT ...............................................................................................34 4.1. Evaluation criteria the students ................................................................................34 4.2. Key results of implementing the creative leadership programme ........................................35 4.3. Dissemination of information ....................................................................................35
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1. PROJECT RATIONALE
1.1 Needs analysis
Why creative leadership programme is needed in the HEI?
What kind of socio-economic challenges is the programme designed to address?
The CLEVER program strives to develop a new approach to teaching for the 21st century. An approach where the creative professional needs both to span a diverse multitude of interrelated disciplines and furthermore to use these creative tools as a force for progress, change and influence.
The department of Photographic Communication at the Hadassah Academic College Jerusalem has for the past decade defined its vision to prepare its graduates for the reality of professional life after their studies. Furthermore, it attempts to infuse in its students and graduates an awareness of leadership, excellence and a responsibility for change. This approach manifests itself throughout the four years in the nature of the exercises, tasks and projects, each of which are designed to build up a blend of commitment and confidence in their ability to bring about change.
Nevertheless, it is often true that students who have gained their professional knowledge and honed their skills in the creative communication industries, such as visual communication, media and design, enter the real world with a basic lack of business acumen and understanding of how to promote themselves within it.
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1.2 Strengths and weaknesses
What is the status quo? Which of the existing conditions support the development of creative leadership programme and which challenges need to be tackled?
The current curriculum of the college as defined in its original academic roadmap has not hitherto placed an emphasis on the establishment of entrepreneurship and leadership. This is a quantum strategic and academic shift, which necessitates the development of entirely new methodologies, pedagogies and a new visionary roadmap.
The academic structure of the Photographic Communication department is already geared towards the application of skills into the workforce. Therefore, it is felt that rather than a revolutionary upheaval of the entire curriculum, what is needed is an evolutionary approach. One, which identifies the already existing courses, most closely identified with the goals of creative leadership, and honing them in accordance with the suggested emphasis of the mentoring leadership.
In this context, it is important to note the strategic and structural change, which the Hadassah Academic College has recently undergone. The fifteen departments (currently) that constitute the college are now comprised of two schools:
The Interdisciplinary School for Sciences, Health and Society The Interdisciplinary School for Society & Community
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The Interdisciplinary School for Sciences, Health and Society
Comprising the following departments:
• Optometry
• Biotechnology
• Communication Disorders
• Environmental Quality Sciences
• Medical Laboratory Sciences
• Computer Science
• Inclusive Industrial Design
• Optometry and Vision Sciences M.Optom.
• Communication Disorders M.A.
• Computer Science M.Sc.
The Interdisciplinary School for Society & Community
Comprising the following departments:
• Management of Service Organizations
• Politics and Communication
• Economics and Accounting
• Behavioral Sciences
• Photographic Communications
See more: http://www.hadassah.ac.il/en/schools/
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Within this new structure, the college is actively encouraging interdisciplinary collaborations geared towards the real-world needs. Examples of these include joint collaborations between the departments of Optometry and Computer Science, Photographic Communication, Inclusive Industrial Design and Communication Disorders.
Click to see example: Aphasia awareness month 2016 - Adler aphasia center Jerusalem, Israel
This coming year the school for Society and Community will be embarking on two initiatives designed to further propel the students into a role as agents of change. One involves the establishment of a pool of inter-departmental elective courses, which will encourage the interdisciplinary bias of the school. The second is a pilot of an "excellence programme" which will bring together a select number of top students from all the departments, and offer them an incubator for developing their creative ideas into a practical commodity.
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1.3 Project aims and objectives
What is the desired result of implementing creative leadership programme in the HEI? What is the impact for students and staff, for university, for creative sectors, for other sectors, and for Israel in general? What kind of indicators could be used to assess the impact?
Implementing Creative Leadership into the higher education roadmap constitutes a milestone change in the academic concept. A seminal shift in emphasis from
information and knowledge towards implementation and application of skills and empiric knowledge to the benefit of the workforce and the national economy. A realization that academia and industry are co-dependent and that the modern business world is multi-faceted and interdependent.
Furthermore, as studies throughout Europe have shown, there is a gradual but growing acknowledgement of the fact that the arts and humanities are more than a "nice to have" facet of our life and culture, but that they have much to offer to the "real world" due to their often-different approaches to problem solving, to conflict management, to motivation, to workplace, environment, people and so forth.
As such, implementation of a creative leadership programme into the Higher Education roadmap must eventually impact upon all elements of the education / industry map, bringing both sides closer to each other. The addition of creative leadership modules into the arts, humanities and sciences can open-up new study areas, curricula and internships. These should hopefully lead to a more direct influence of the higher education sector on the applied fields of sociology and anthropology, commerce and industry, consumerism and the national economy.
Obviously, this is not going to be a swift change and the effects may take decades to become apparent. Nevertheless, in a political environment where decisions are often taken with the short-term benefits forefront (the lifespan of a political coalition), the long- term benefits must be given their due relevance and the national vision must overcome local interests. If change on a national policy level is a long-term dream, change through the empiric channels of commerce and industry may present a more practical rout. This is where the Hadassah Academic College is aiming. Our current and future ties with industry, commercial companies and cultural organizations are a manifestation of this philosophy.
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2. CREATIVE LEADERSHIP EDUCATION ROADMAP
2.1 Detailed description of creative leadership programme within the HEI 2.1.1 Programme’s objective
Theoretical and practical objectives for the programme?
Real world experience
In line with the institute’s philosophy, the programme strives to blend the
theoretical, academic and skill based professionalism with a real-world experience. To this end, many modules within the institute’s curriculum, especially those of the latter years will be geared specifically towards this aim. Already today, many of the departments are implementing this mind change in courses and projects directly tied with the needs of the high-tech industry, the health organizations and the media. This momentum is due to grow and become more dominant in the coming years.
Life Long Learning
The ability to maintain relevance within a continually changing workforce
is deemed imperative. This is the essence if Life Long Learning. As a college, which is professionally, oriented within a variety of disciplines this is even more so. Thus, the college is placing an emphasis on transferable skills. It is the objective that the professional modules taught in the departments will emphasize the aspects of adaptability, updatability, changing platforms, technologies and tools, whist maintaining a constant message and a defined audience.
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Leadership
People skills to motivate, persuade and influence. This is an essential
skill both within the creative team, for example for crisis management, and for an effective interaction with the client/industry.
Whereas in the past, the creative professions (especially photography) were regarded as solo efforts, centric and self-contained, the new world order of communication technologies calls for a group effort. Teams of multiple and complementary talents that make up the whole. Thus, the need to work with people, to accept and assimilate different approaches, to influence and be open to influences, all these are essential qualities.
On a practical level this vision is currently manifesting itself in a growing number of
activities across the departments which call for cross and interdisciplinary collaboration, group dynamics and the establishment of leadership strategies.
Business skills
Business skills have to be dynamic and evolving.
Business models are changing in the creative economy. These skills are more prominent in certain departments than in others. Thus, collaboration between departments is essential for the common good. Many professional departments within the college have strong links with industry (Photographic Communication, Inclusive Industrial Design, Computer Science, Optometry, Communication Disorders, etc.), while others have a robust business skill foundation ( Politics and Communication, Economics and Accounting and the Management of Service Organizations).
As outlined already, the Hadassah College is currently implementing a seminal change towards interaction between the departments and the fusion of skills between them. Thus, it is hoped that this practical blending and fusion will make the business skills less theoretical and more closely adapted to the needs of the real and changing world.
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The STEaM Principle
Contrary to the traditional educational model which separated the
humanities and the sciences, the fusion between the arts and the STEM (science, technology, electronics, mathematics) are today deemed essential for transferable skills. The creative industries are by their very nature committed to this fusion, as the essence of arts is in creativity, yet the tools of the trade are highly sophisticated and demand mastery of the technology, science and sometimes-even mathematics.
This is very apparent in today’s curriculum, especially in the departments of Photographic Communication and Inclusive Industrial Design, where the humanities and science-based inputs are more or less equally divided and the course structure places equal importance to both weights of the scale. A bridge between the sciences and the arts.
The bridge between the two buildings of Hadassah
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2.1.2 Main target group
Who is the key target group for the programme?
The prime target group of the CLEVER programme is obviously the students. However, as many of the classes and workshops are highly practical and involve a close long-term interaction between the students and teachers, the staff too are clearly to be regarded as direct beneficiaries of the CLEVER vision.
All degree courses in the college are comprised of a 3-4 year study programme, Therefore, the Hadassah College can afford the luxury of stratifying the studies in a pyramidical structure. From the outset, it is made clear to all students that they must forge their own paths in the intersecting worlds of personal fulfillment, creativity and practical professional implementation. The first years are devoted to the induction process and to familiarizing the student with the new and changing playing fields as well as to honing their professional skills and the accompanying theoretic knowledge. It is during the third and fourth year that the student comes face to face with the practical implications of the CLEVER vision, in fieldwork, industry placement, internship and practical projects.
2.1.3 Intended learning outcomes
What will the participants acquire as the results of the programme?
We hope that participation in the CLEVER project will open the graduates of the department up to what would otherwise be a partially closed world. Admittedly during their studies, they come into direct and indirect contact with the "real world" and are faced with the challenge of creative leadership (see 2.1.2), however, the clever programme is designed to transfer this experience from just that, i.e. an experience, to an integrated philosophy of their full studies. The intended outcome is a graduate who can stride the two worlds with equal comfort. Think outside the box, act creatively, and at the same time maintain both feet firmly in the empiric world. Work within a team in an ever-changing environment and continually self-learn and self- motivate.
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