"Leadership for Learning" The second in a series of web conferences at SCoPE to engage faculty, educational developers, and administrators in conversations about educational structures and practices for professional development in higher education. http://scope.bccampus.ca/mod/forum/view.php?id=8987
Campus-Based Educational Development Nancy Randall Honorary Research Associate Vancouver Island University We’ll start at 10am PDT.Meanwhile, introduce yourself in the text chat. Where are you from?
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 LEARNINGENABLING FACTORSDirector Professional knowledge1. Organizational change processes2. Learning literature, issues, trends, pedagogy3. Provincial, national and international initiativesInstitution specific knowledge1. Governance structures2. Institutional history and cultureDirector skills1. Relationship building2. Ally cultivating3. Problem solving; consensus-building4. Strategic planningAdapted from Schroeder et al. 2011, page 123.
INHIBITING FACTORS N=21 MULTIPLE RESPONSES INVISIBLEConsultation 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: Reframingthe Hows and Whys of Leadership. Thousand Oaks: Sage PublicationsApplication to study: Leadership ineducational development is arelational process occurring within asocial context aimed ataccomplishing group andorganizational 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 actionsAdapted from Fletcher &Kaufer, 2003, p. 22-24
SUPER LEADERSHIP:The art of creating and facilitating self-leadership and shared leadership inteam members.•Facilitates use of these skills so thatteam members lead themselves•(Houghton, Neck, Manz, 2003, p.133)
REFERENCESPearce, C & Jay Conger (Eds.) (2003). SharedLeadership: Reframing the Hows and Whys ofLeadership. Thousand Oaks: Sage PublicationsFletcher, Joyce &KatrinKaufer. (2003). SharedLeadership: Paradox and Possibility, pages 21-47. inPearce & Conger. Eds. 2003. Shared Leadership:Reframing the Hows and Whys of Leadership.Thousand Oaks: Sage PublicationsSchroeder, Connie M & Associates. (2011). Coming infrom the Margins: Faculty Development’s EmergingOrganizational Role in Institutional Change. Virginia:Stylus Publishing.
The conversation continues… http://scope.bccampus.ca