“Focuses on the
critical role of
leadership — not the
Lone Ranger leader
who rides into town
and saves a single
leaders whose very
actions change the
systems they work
“Developing and implementing desired
change is not an event but is a complex
and subjective learning/unlearning
process for all concerned” (p.73).
Scott, G., Coates, H., & Anderson, M. (2008). Learning leaders in times of
change: Academic leadership capabilities for Australian higher education.
Australian Learning and Teaching Council, NSW.
Scott, G. (2003). Effective change management in higher education. Educause
Review, November/December, 64-80.
Listen | Link | Lead
Mark Brown Fred de Vries Panel Members
2. On-site Workshop…
What type of
institutional leader are you?
What are some of
the major change forces?
• Population mobility
• Demographic changes
• Changing nature of work
• Growing demand for higher education
High impact (critical) uncertainties
Growth of new global online providers
Emergence of badges and micro-credentials
Increased demand for part-time study options
Increased supply reduces cost of qualifications
Reduction of government funding to universities
Increased demand for customised study options
Increased staff demand for flexible work conditions
Emergence of strategic alliances between universities
Further development of new technological innovations
Disruptive Business Models
Conventional Business Models
Scenario 3 Scenario 4
Scenario 1 Scenario 2
What is the preferred
future scenario for your institution?
• Oldish University
• Newish University
• Resource University
• Expansive University
• Alliance University
• Data University
• Outsource University
adaptation and evolution to new
environmental conditions, but retains core identity”
(Weller & Anderson, 2013, p.55).