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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 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…
  http://scope.bccampus.ca

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Campus-Based Educational Development: Part 2

  • 1. 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?
  • 2. LEADERSHIP FOR LEARNING Campus-based Educational Development study
  • 3. LEADERSHIP FOR LEARNING: (N= 21) No Response Not Identified LIMITED IDENTIFIED ESTABLISHED 0 2 4 6 8
  • 4. 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
  • 5. 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.
  • 6. INHIBITING FACTORS N=21 MULTIPLE RESPONSES INVISIBLE Consultation SPACE CULTURE $$ TIME 0 2 4 6 8 10 12
  • 7. 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.
  • 8. 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
  • 9. 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
  • 10. 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)
  • 11. 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.
  • 12. The conversation continues… http://scope.bccampus.ca