Campus-Based Educational Development
Nancy Randall
Honorary Research Associate
Vancouver Island University
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LEADERSHIP FOR LEARNING
Campus-based Educational
Development study

LEADERSHIP FOR LEARNING: (N= 21)
No Response
Not Identified
LIMITED
IDENTIFIED
ESTABLISHED
0 2 4 6 8

ENABLING FACTORS
 Personal and professional knowledge, skills
and credibility
 Close connection with a senior administrative
mentor
 Perceived institutional applicability of TLC
initiatives preferably with direct impact on
institutional strategic plans
 Liaising with Faculty Association
 Ensuring that TLC representatives participate
in or lead significant institutional initiatives

LEADERSHIP FOR LEARNING
ENABLING FACTORS
Director Professional knowledge
1. Organizational change processes
2. Learning literature, issues, trends, pedagogy
3. Provincial, national and international initiatives
Institution specific knowledge
1. Governance structures
2. Institutional history and culture
Director skills
1. Relationship building
2. Ally cultivating
3. Problem solving; consensus-building
4. Strategic planning
Adapted from Schroeder et al. 2011, page 123.

INHIBITING FACTORS N=21 MULTIPLE RESPONSES
INVISIBLE
Consultation
SPACE
CULTURE
$$
TIME
0 2 4 6 8 10 12

MODELS OF LEADERSHIP:
•Self-Leadership
•Shared Leadership
•Super Leadership
•Pearce,
C & Jay Conger (Eds.) (2003). Shared Leadership: Reframing
the Hows and Whys of Leadership. Thousand Oaks: Sage Publications
Application to study: Leadership in
educational development is a
relational process occurring within a
social context aimed at
accomplishing group and
organizational goals.

COMPONENTS OF SELF-LEADERSHIP
 Natural reward strategies
 Creating motivation and reward, especially that
which allows attention to shift away from
unpleasant tasks
 Constructive thought pattern strategies
 Envisioning successful performance in advance of
actual performance

Shared Leadership
•Distributed and interdependent
•Embedded in social interaction
•Leadership as learning
•Anticipated Outcomes: Mutual learning
Greater shared understanding
•Anticipated Outcome: Positive actions
Adapted from Fletcher &Kaufer, 2003, p. 22-24

SUPER LEADERSHIP:
The art of creating and facilitating self-
leadership and shared leadership in
team members.
•Facilitates
use of these skills so that
team members lead themselves
•(Houghton, Neck, Manz, 2003, p.133)

REFERENCES
Pearce, C & Jay Conger (Eds.) (2003). Shared
Leadership: Reframing the Hows and Whys of
Leadership. Thousand Oaks: Sage Publications
Fletcher, Joyce &KatrinKaufer. (2003). Shared
Leadership: Paradox and Possibility, pages 21-47. in
Pearce & Conger. Eds. 2003. Shared Leadership:
Reframing the Hows and Whys of Leadership.
Thousand Oaks: Sage Publications
Schroeder, Connie M & Associates. (2011). Coming in
from the Margins: Faculty Development’s Emerging
Organizational Role in Institutional Change. Virginia:
Stylus Publishing.

The conversation continues…
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