Network Leadership in Australasian Tertiary AssociationsMike KEPPELL
Network leadership
Dissemination within the sector continues to be problematic: Networks offer possibilities for helping to overcome some of the barriers
Network communication needs to be fit for purpose both in mode and message: consistency and the appropriate use of technology can support a sense of connection and development of a community of trust
Network leadership has emerged as a clear focus for inter-network collaboration: a paucity of research and resources in this area has also been identified
Sustainability is only a good outcome if the continuing network offers value to stakeholders
Expanding Internationally Through Partnerships: Practical Lessons For 21st Ce...TechSoup
Rebecca Masisak and Marnie Webb, Co-CEOs, TechSoup Global
Your organization is currently doing critical work in the United States, but you recognize the need to grow its reach and impact internationally. What models should be considered? How do key staff and boards step up to support experimentation and adroitly shape and govern the emerging structures and brand?
Important lessons can be learned from pioneering TechSoup Global. As worldwide demand for its programs grew, TechSoup Global's leadership team and board struggled with developing an organizational model that would mobilize partners around a common mission and include contributions from multiple players. Like most organizations, key considerations included expansion without significant additions in headcount and overhead. Now operating in 33 countries with three distinct boards of directors, TechSoup Global has successfully built a growing global network of locally driven programs.
A showcase of applicable insights, this session explores lessons learned, innovative technologies deployed, organizational models piloted and refined, and how boards influence and model the kind of leadership needed as organizations expand internationally.
My sCool Server Brochure - Portrait layoutShrenik Bhura
A brief introduction to Recherche Tech and our flagship product, the My sCool Server - Linux powered teaching solution.
Recherche Tech, with its My sCool Server offering aims to usher in a socioeconomic revolution by making computer literacy and therefore digital inclusion affordable and achievable across the social strata.
My sCool Server is a device, primarily for school labs, that makes all computers in the wired network usable and useful instantly.
It is the next generation in computing and learning convenience. It has been custom built and packaged, keeping in mind the challenges faced by schools and students in the ever evolving, fast-paced literary landscape.
It is an optimised combination of hardware and software built upon proven technologies that our core team has command over for more than 20 man years.
Herein are some of the advantages that the MSS presents to its users:
A1 No knowledge of installing, configuring, or updating Linux required. The teaching process can start immediately in conjunction with the textbook content.
A2 Broadcast lessons to each student's desk. Close monitoring, one-to-one communication and attention to every student's progress is possible.
A3 Extends lifespan of existing systems. Save on power and AMC. Channelise funds to infrastructure and training activities.
A4 Now buy many more end user systems for the same budget. Laboratories can be re-laid to accommodate more machines.
A5 Helps create live copies of the Linux OS and applications to practice the lessons at home and explore Linux completely.
A6 Requires no installation of any additional modules or purchasing custom client hardware from a particular vendor.
A7 An integrated platform to host training web-content offline. No internet required to access 5000+ world-class audio-visual resources.
A8 Restore the MSS to its fully functional state with a few button presses without complicated re-installation or re-configuration steps.
A9 No limitations of users who can use the MSS. Delivering high productivity and promoting creativity is the only mission.
A10 Teacher can work in Windows OS and yet simultaneously monitor the students over the Linux environment.
A11 The technologies comprising the product are proven the world across. Recherche team has 20+ man years of open source solutioning expertise.
A12 Internet is rapidly reaching to each corner of the country. MSS is designed to meet the future needs of secure internet access and sharing.
To know more, visit http://www.myscoolserver.com .
Network Leadership in Australasian Tertiary AssociationsMike KEPPELL
Network leadership
Dissemination within the sector continues to be problematic: Networks offer possibilities for helping to overcome some of the barriers
Network communication needs to be fit for purpose both in mode and message: consistency and the appropriate use of technology can support a sense of connection and development of a community of trust
Network leadership has emerged as a clear focus for inter-network collaboration: a paucity of research and resources in this area has also been identified
Sustainability is only a good outcome if the continuing network offers value to stakeholders
Expanding Internationally Through Partnerships: Practical Lessons For 21st Ce...TechSoup
Rebecca Masisak and Marnie Webb, Co-CEOs, TechSoup Global
Your organization is currently doing critical work in the United States, but you recognize the need to grow its reach and impact internationally. What models should be considered? How do key staff and boards step up to support experimentation and adroitly shape and govern the emerging structures and brand?
Important lessons can be learned from pioneering TechSoup Global. As worldwide demand for its programs grew, TechSoup Global's leadership team and board struggled with developing an organizational model that would mobilize partners around a common mission and include contributions from multiple players. Like most organizations, key considerations included expansion without significant additions in headcount and overhead. Now operating in 33 countries with three distinct boards of directors, TechSoup Global has successfully built a growing global network of locally driven programs.
A showcase of applicable insights, this session explores lessons learned, innovative technologies deployed, organizational models piloted and refined, and how boards influence and model the kind of leadership needed as organizations expand internationally.
My sCool Server Brochure - Portrait layoutShrenik Bhura
A brief introduction to Recherche Tech and our flagship product, the My sCool Server - Linux powered teaching solution.
Recherche Tech, with its My sCool Server offering aims to usher in a socioeconomic revolution by making computer literacy and therefore digital inclusion affordable and achievable across the social strata.
My sCool Server is a device, primarily for school labs, that makes all computers in the wired network usable and useful instantly.
It is the next generation in computing and learning convenience. It has been custom built and packaged, keeping in mind the challenges faced by schools and students in the ever evolving, fast-paced literary landscape.
It is an optimised combination of hardware and software built upon proven technologies that our core team has command over for more than 20 man years.
Herein are some of the advantages that the MSS presents to its users:
A1 No knowledge of installing, configuring, or updating Linux required. The teaching process can start immediately in conjunction with the textbook content.
A2 Broadcast lessons to each student's desk. Close monitoring, one-to-one communication and attention to every student's progress is possible.
A3 Extends lifespan of existing systems. Save on power and AMC. Channelise funds to infrastructure and training activities.
A4 Now buy many more end user systems for the same budget. Laboratories can be re-laid to accommodate more machines.
A5 Helps create live copies of the Linux OS and applications to practice the lessons at home and explore Linux completely.
A6 Requires no installation of any additional modules or purchasing custom client hardware from a particular vendor.
A7 An integrated platform to host training web-content offline. No internet required to access 5000+ world-class audio-visual resources.
A8 Restore the MSS to its fully functional state with a few button presses without complicated re-installation or re-configuration steps.
A9 No limitations of users who can use the MSS. Delivering high productivity and promoting creativity is the only mission.
A10 Teacher can work in Windows OS and yet simultaneously monitor the students over the Linux environment.
A11 The technologies comprising the product are proven the world across. Recherche team has 20+ man years of open source solutioning expertise.
A12 Internet is rapidly reaching to each corner of the country. MSS is designed to meet the future needs of secure internet access and sharing.
To know more, visit http://www.myscoolserver.com .
NeuroDevNet NCE in collaboration with York University's KMb Unit reviewed and assessed existing guides for researchers to use social media for dissemination of research finding and engaging with their stakeholders (end users). The guides are ranked from beginner to advanced, and are presented in an annotated bibliography format which also indicates platforms/tools reviewed in each guide.
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
Mobilising a nation: RDM education and training in South Africaheila1
Big data; small data; case study; SKA, research data management; university libraries; NeDICC; NRF announcement; UCT, UP, Wits; training intervention; DCC; Carnegie
Improving Access to Research Data: What does changing legislation mean for y...Marieke Guy
Presentation given at Bett: Technology in Higher Education Conference, Jan 30 - 31
http://www.bettshow.com/Default.aspx?nid=15&refer=17&id=mainLnk2&id1=ssubLnk8
Social and economic change made access to knowledge central to how we work. Collaborative working is constantly pushing boundaries.
Tipping point in citizen behaviour, people can now create content, re-use information, co-produce services – otherwise known as web2.0.
The STC Leadership Program provides information about the direction of STC and it helps STC community leaders share ideas. For details about the program content, see the slides and additional handouts linked as coverage for this session. All STC community leaders are invited to attend.
PEAT 1 Community of Practice, Meeting 2guest852b2b
Introductory slides for the workshop on a PEAT 1 community of practice, comprising all providers in Scotland of PEAT 1 (Professional Education and Training) programmes, convened by Paul Maharg.
On the 13th November 2014 the EPA hosted an event in Tullamore to launch a network for those involved with catchment management in Ireland. This presentation by Marie Archbold gives an overview of the network.
"Spaces for engagement: Using knowledge to improve public decisions” is a joint initiative between GDNet and CIPPEC. The project was presented at the International Conference on Evidence-Informed Policy Making, Ile Ife, Nigeria on February 27-29 February, 2012.
10 principles for good practice in network leadershipTashHard
10 Principles for Good Practice in Network Leadership - by Mike Keppell, Gordon Suddaby and Natasha Hard. Developed as part of the Network of Australasian Tertiary Associations (NATA) project. www.nataonthenet.blogspot.com
NeuroDevNet NCE in collaboration with York University's KMb Unit reviewed and assessed existing guides for researchers to use social media for dissemination of research finding and engaging with their stakeholders (end users). The guides are ranked from beginner to advanced, and are presented in an annotated bibliography format which also indicates platforms/tools reviewed in each guide.
Powerpoint show developed by Terry Anderson describing design-based research in the context of a wider presentation on distance education research generally and an introduction to CIDER.
Mobilising a nation: RDM education and training in South Africaheila1
Big data; small data; case study; SKA, research data management; university libraries; NeDICC; NRF announcement; UCT, UP, Wits; training intervention; DCC; Carnegie
Improving Access to Research Data: What does changing legislation mean for y...Marieke Guy
Presentation given at Bett: Technology in Higher Education Conference, Jan 30 - 31
http://www.bettshow.com/Default.aspx?nid=15&refer=17&id=mainLnk2&id1=ssubLnk8
Social and economic change made access to knowledge central to how we work. Collaborative working is constantly pushing boundaries.
Tipping point in citizen behaviour, people can now create content, re-use information, co-produce services – otherwise known as web2.0.
The STC Leadership Program provides information about the direction of STC and it helps STC community leaders share ideas. For details about the program content, see the slides and additional handouts linked as coverage for this session. All STC community leaders are invited to attend.
PEAT 1 Community of Practice, Meeting 2guest852b2b
Introductory slides for the workshop on a PEAT 1 community of practice, comprising all providers in Scotland of PEAT 1 (Professional Education and Training) programmes, convened by Paul Maharg.
On the 13th November 2014 the EPA hosted an event in Tullamore to launch a network for those involved with catchment management in Ireland. This presentation by Marie Archbold gives an overview of the network.
"Spaces for engagement: Using knowledge to improve public decisions” is a joint initiative between GDNet and CIPPEC. The project was presented at the International Conference on Evidence-Informed Policy Making, Ile Ife, Nigeria on February 27-29 February, 2012.
10 principles for good practice in network leadershipTashHard
10 Principles for Good Practice in Network Leadership - by Mike Keppell, Gordon Suddaby and Natasha Hard. Developed as part of the Network of Australasian Tertiary Associations (NATA) project. www.nataonthenet.blogspot.com
Com sede em Toronto, Canadá, a WSI possui uma rede global de mais de 1.000 consultores em internet marketing localizados em 80 países sendo a maior Rede de Consultores de Internet do mundo. Franquia nº 1 do mundo na área de serviços de Marketing de Internet por 11 anos consecutivos. Tecnologia inovadora, fornecendo uma solução customizada. Isso nos permite estabelecer um importante diferencial competitivo, em benefício de nossos clientes, uma vez que podemos oferecer soluções Web avançadas e estratégias de internet marketing amplamente testadas.
GFCE-V Meeting 2020: Lessons learned - building technical capacity for Intern...APNIC
APNIC Foundation CEO Duncan Macintosh presented on the work the Foundation is doing on capacity building in the Asia Pacific region in the GFCE-V Meeting 2020 "Lessons Learnt on CCB Implementation" session on 22 May 2020.
Chair: Steve Kennett, security director, Jisc.
The UK education and research sectors have extensive international partnerships with their peers overseas. New scientific instruments such as the Square Kilometre Array and developments such as Brexit are likely to increase the institutional requirement for enhanced digital services to locations overseas.
This will require increased collaboration amongst the providers of the campus, national, and international networks and other e-infrastructures. In this session we will look at ways in which Jisc and its international peers are working to connect the global education and research communities that they serve.
Running order of talks:
16:15-16:40 - Internet2 future infrastructure planning
Speaker: John Moore, Internet2.
16:40-17:05 - Connecting TVETs on a shoestring: bringing the internet to South African colleges
Speaker: Arno Hart, TENET.
17:05-17:30 - Jisc's international strategy – how we can help you
Speaker: Esther Wilkinson, head of international, Jisc.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Strategies for Establishing Partnerships for Digital Preservationlljohnston
Strategies and success metrics for developing digital preservation partnerships. Presentation given at the 2013 Educating Stewards of the Public Information Infrastructure (ESOPI) Symposium.
The challenges and benefits of using digital to engage people in researchKirsten Thompson
These slides were used during a workshop by Kirsten Thompson, Karen Inns and Sarah Cluderay at the NIHR Yorkshire and Humber Clinical Research Network event 'A conversation about equality, diversity and equity' on 29th November 2018.
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strateg...Mike KEPPELL
Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Supporting Good Practice in Network Leadership
1. A network of networks: supporting
good practice in network leadership
and the dissemination of good practice
in tertiary education
The Network of Australasian Tertiary Associations
(NATA)
Final Report 2014
Host institution: University of Southern Queensland
Network partners: ACODE, ascilite, CADAD, HERDSA, ODLAA,
AARNet, NetSpot
Project team and partner representatives: Mike Keppell (network
leader), Gordon Suddaby (network leader), Natasha Hard (project
manager), Karen Halley (administration/ACODE), Tom Prebble
(project evaluator), Helen Carter (ACODE), Caroline Steel (ascilite),
Kylie Readman (CADAD), Shelda Debowski (HERDSA), Som Naidu
(ODLAA), James Sankar (AARNet), Kim Edgar (NetSpot)
Report authors: Mike Keppell, Gordon Suddaby, Natasha Hard
<www.nataonthenet.blogspot.com>
Funding for the production of this report has been provided by the Australian Government Office for Learning and
Teaching. The views expressed in this report do not necessarily reflect the views of the Australian Government
Office for Learning and Teaching.
2. Network summary
The Network of Australasian Tertiary Associations (NATA) was established in August 2011
under the original title of the National Networking Initiative (NNI). The Australian Learning
and Teaching Council (ALTC) legacy project aimed to facilitate a sustainable collaborative
network between established higher education associations.
Network of Australasian Tertiary Association partners:
• Lead associations: Australasian Council on Open, Distance and E-Learning (ACODE),
Australasian Society for Computers in Learning in Tertiary Education (ascilite)
• Collaborative partners: Council of Australian Directors of Academic Development (CADAD),
Higher Education Research and Development Society of Australasia (HERDSA), Open and
Distance Learning Association of Australia (ODLAA)
• Enabling partners: Australia's Academic and Research Network (AARNET), NetSpot, Office for
Learning and Teaching (OLT).
The project included two network leaders, a project manager, an external evaluator and
partner association representatives. Partner association representatives were nominated by
their association, however, they predominantly consisted of the leader or president of the
respective association. This role was critical to ensuring that the direction and activities of
the network were shared within their association and that NATA related news was
communicated back to individual partner associations. NATA objectives focused on bringing
together kindred associations to develop an integrated higher education network. This
network would support these kindred associations to work together to promote OLT/ALTC
activities, disseminate good practice and support each other to meet their objectives with
respect to learning and teaching. The development of 8 NATA Key Objectives provided
tangible foci for network activities such as the NATA research project, partner projects and
dissemination of the Good Practice Reports. As the project developed, network leadership,
member engagement, the effective use of technology, promotion of sectoral issues and
possibilities around dissemination of good practice emerged as the key value propositions
for network partners.
NATA outcomes and deliverables:
• NATA Blog <http://www.nataonthenet.blogspot.com> and Twitter account
(@NATAonthenet).
• Keppell, M., Suddaby, G. & Hard, N. (2014). 10 Principles for Good Practice in Network
Leadership. NATA network leadership research output (see page 5).
<https://docs.google.com/file/d/0BwrLxADj8ERfYzZNS3R0QkNPemM/edit>
• ALTC / OLT Good Practice Report eResources.
• Debowski, S. (2013). Tips for Leading Academic Networks. HERDSA Partner project output.
<http://www.slideshare.net/SheldaDebowski/tips-for-leading-academic-networksdeboswki-2013>.
• Debowski, S. with Keppell, M. & Hard, N. (in press). Leading Academic Networks. Milperra,
NSW: HERDSA.
• A range of other outputs from NATA partner projects that are being undertaken by ACODE,
ascilite, CADAD and ODLAA are currently being developed. These resources will address
issues and/or practices in engaging with and supporting association members in the digital
age.
A network of networks: supporting good practice in network leadership and the dissemination of good practice
in learning and teaching
2
3. All resources will be accessible on the NATA blog with the exception of the HERDSA Guide,
which will be available through HERDSA in early 2014.
Contribution to learning and teaching
The Network of Australasian Tertiary Associations operates at a macro level several steps
removed from the lecture teacher-student interface. However each partner association
consists of members who are practitioners in learning and teaching in tertiary education.
The NATA has contributed to learning and teaching in the following ways.
By supporting partner associations to improve their networking practices specifically in
the areas of network leadership and communication technologies, NATA sought to
improve the experiences and professional development opportunities afforded to partner
associations members (educators).
Whilst all NATA partners have a general learning and teaching focus, network leadership
and the effective use of communication technologies emerged as the key issues of mutual
interest and potential value. By working collaboratively to explore and address these
common concerns, the collective actions of NATA enhanced the ability of partner
associations to effectively cooperate in addressing these issues. Consequently, partner
associations have been assisted in meeting their learning and teaching objectives.
NATA promoted a wide range of learning and teaching related materials across the sector
through an openly accessible website, Twitter profile and use of network partner
communication channels.
The NATA blog and Twitter communication has emphasised project based information,
however, NATA has effectively utilised its communication channels to highlight a variety of
learning and teaching resources such as publications, OLT supported networks, webinars,
conferences, calls for papers and OLT funding opportunities. With approximately 12,000
views since March 2012, and a growing audience, the NATA blog has validated its use as a
dissemination vehicle. In combination with the NATA Twitter profile and access to partner
association communication channels, the NATA widely promoted learning and teaching.
By supporting new connections between people, organisations and networks, NATA
helped foster the sharing of experiences, expertise and resources.
The NATA brought together the leaders of a range of learning and teaching associations who
had not previously engaged with each other in a focussed and sustained way. Due to the
underlying similarities of these associations this collaborative project provided scope for the
sharing of experiences, expertise and resources of common relevance. New relationships,
resources and independent collaborations between partners have emerged which support
learning and teaching.
The active dissemination of the ALTC / OLT Good Practice Reports (GPRs) aimed to
improve the practice of educators by increasing awareness and engagement with Good
Practice in Learning and Teaching.
The GPRs were designed to foster the sharing of experiences and outcomes from ALTC / OLT
funded projects. However, these reports remained significantly underutilised. As such, NATA
adopted a multidimensional approach to their promotion. Webinars, conference
A network of networks: supporting good practice in network leadership and the dissemination of good practice
in learning and teaching
3
4. presentations and workshops were conducted whilst short promotional eResource videos
were developed to enhance engagement with the GPRs. By extending engagement with the
reports and communicating the value they afford, NATA sought to improve educational
practices.
Factors contributing to productive networking
Network achievements
1. NATA brought together a range of stakeholders in the Australasian Tertiary sector who
had not previously collaborated in a sustained way by enabling them to explore synergies.
2. NATA established an active website and Twitter profile which promoted the NATA and its
activities along with a wide range of learning and teaching related material.
3. NATA successfully supported network partners to engage in projects that would deliver
value to their associations and members whilst offering general value to NATA partners.
4. NATA has supported the development of a range of freely accessible resources on
effective network communications including social media and digital technologies.
5. NATA activities expanded the understanding of network leadership and developed
practical resources to support future network leaders.
6. The network was not limited by the disparate nature of members as a virtual project
management approach was successfully developed and enacted.
7. The NATA enhanced awareness of the ALTC / OLT Good Practice Reports within the
Australasian Tertiary sector through adopting a multimodal approach.
Effective methods of networking: Lessons learnt
• It is important to take the time and work with network partners to ensure that there is a
clear and shared vision for the network. This was a particular challenge to the NATA as it
brought together diverse stakeholders and independent groups for the first time.
• The role of a critical friend is highly important as networks involve various parties, interests
and tensions. A credible evaluator or critical friend is able to bring an objective
perspective to network discussions.
• Establishing regular and appropriate communication with key stakeholders is essential. For
NATA it took considerable time to establish the correct balance between engaging
partners and overwhelming them with content and time demands.
• Relevant communication and activity are vital for member engagement. To foster network
engagement you need to be proactive and persistent if you wish to engage people with
your vision.
• An effective and current web presence is essential. Developing a readily accessible and
active web presence that provides a means for people to better understand and engage
with your network is fundamental to establishing a robust identity.
• Effective dissemination underpins the success of networks. Finding an ideal balance of
dissemination remains problematic. Supranets (networks of networks) such as NATA have
access to large audiences and effectively communicating what is needed remains a critical
challenge and opportunity.
• Effective networks are based on collaboration. It is important to reflect upon the ongoing
value of collaboration at key points as the context in which networks are established
continually changes. Understanding how such changes impact upon the network and key
stakeholders is important for network sustainability.
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5. • It is important not to underestimate the importance of face-to-face meetings for developing
relationships. The NATA had three opportunities for face-to-face meetings between
network partners which were invaluable in streamlining processes, building collegial
rapport and advancing network discussion.
• Understand and account for partner differences and similarities. Despite operating in the
same context and having similar foci, on occasions network partners appeared more
dissimilar than similar. This often required strong but considered facilitation.
• Succession planning is integral to maintaining continuity for network engagement. To reduce
discontinuity and knowledge slippage, appropriate succession planning and induction
practices need to be in place to minimise the inevitable changes of those involved in the
network.
Networking recommendations
The recommendations below are derived from the small-scale research project conducted
by the NATA titled ‘An investigation into network leadership within established Australasian
tertiary education associations’. These 10 principles are designed for tertiary education
networks, especially academic associations due to the scope of the study and NATA
experience. However, it is hoped that they will be applicable to a wide range of educational
networks which face similar challenges and contextual issues.
10 principles for good practice in network leadership
1. Network leaders need to have strong personal networks to help inform/contextualise
network practices and assist network dissemination.
2. Leaders need to have a clear understanding of, and focus on the priorities and challenges
for their association now and into the future.
3. The leaders of networks need to be cognisant of the needs and interests of their members
so that activities and communication are relevant and offer value.
4. Network leaders need to understand the capacity of executive members and have realistic
expectations regarding workloads and timeframes given the volunteer nature of their
involvement.
5. Executive members need to have clearly defined roles and responsibilities in order to
foster ownership and provide a specific focus to their association-based activities.
6. The development of rapport between executive members is critical for effective
functioning: face-to-face interaction can assist the establishment of working relationships
which can be strengthened through the use of communication technologies.
7. Systems need to be in place to ensure that association knowledge and experience is
maintained whilst new and innovative ideas are supported.
8. Networks require a culture of vibrancy and transparency if they are to be sustainable and
maintain a healthy and engaged membership.
9. Communication needs to be fit for purpose both in mode and message: consistency and
the appropriate use of technology can support a sense of connection and the
development of a community of trust.
10. Establishing financial security enables strategic allocation of funds for activities aligned
with association priorities.
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6. Barriers to productive networking
Key challenges and network responses
Turnover of network members.
The turnover of partner representatives often resulted in discontinuity and disengagement
of partner associations as new representatives needed to be familiarised with the purpose,
and foci of the NATA. This process of induction proved a particular challenge due to the
complex nature of the network and its activities. To streamline this process communication
regarding network activities was enhanced, especially through the use of the semi-regular
‘NATA Update’ on the network blog. This complemented the NATA news report by partner
representatives back to their executives and association members. NATA also adopted
greater inclusivity in regular meetings and developed a range of documents outlining the
NATA’s strategy and key objectives to increase transparency and minimise the disruption of
personnel changes.
Establishing and sustaining a shared network vision.
The NATA project proposal was developed over a short time frame and the project involved
the formation of a new network comprising a diverse range of stakeholders. This context
meant that there was a limited ability for the project leaders and network partners to fully
engage in conceptualising the network prior to the project commencement. Considerable
time during the project was dedicated to clarifying and developing a shared network
identity rather than actively pursuing project objectives and activities. Utilising time at the
face-to-face meetings to accelerate this process proved effective particularly in relation to
collaborative development of eight operational key objectives.
Maintaining the ongoing engagement of network partners.
Engaging partners who voluntarily donated their time to participate in network activities
was an ongoing challenge. Many of the partner representatives already volunteer their time
to support their respective association. By developing a supranet, such as NATA, it created
yet another responsibility on top of their already busy workloads. Throughout the project,
the NATA communicated and reinforced the value that participation in the NATA offered to
the individual involved as well as their respective partner association. Ownership and
responsibility regarding partner projects also assisted partner engagement and a sense of
commitment to NATA.
Timeframes and contextual changes in developing a model for a sustainable network.
The development of a sustainable model for NATA beyond the funded period was
complicated by the protracted phase of network establishment and clarification. Moreover,
the conclusion of the funded NATA project altered the context and parameters for future
engagement. A new network model needed to be collaboratively conceptualised and the
value proposition of ongoing involvement for key stakeholders needed to be made explicit.
Challenges of networking in general
• Competing priorities and available time of those actively involved in the network.
• Establishing a common identity that is clearly articulated and accepted by network partners.
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7. • Developing an effective internal and external communication strategy that communicates
the value of the network.
• Ensuring that the network delivers sufficient value to key stakeholders in order to maintain
member engagement and be sustainable.
• Effectively managing the different perspectives, priorities and opinions of network members
and partner associations.
What the network offers
What the NATA offers to potential members and stakeholders continues to be an ongoing
consideration. In building clarity around network sustainability, a document based on a
revised network model was collaboratively developed at the end of 2013 outlining the value
proposition for an ongoing NATA.
This revised model centres on improving engagement through good practice in network
leadership. The key objectives of this revised model are provided below.
Key objective 1 - Improve network leadership
• Support tertiary association/network leaders (mentoring, processes and leadership skills).
• Improve executive functioning (processes, transitions, inductions).
• Enhance social media use and communication practices within networks and associations.
• Learn from and share related experiences and common challenges.
• Provide a forum for consensus building on key issues facing the sector.
Key objective 2 – Support OLT networking
• Improve connections between the sector and OLT.
• Engage a greater audience in the activities and outcomes of the OLT around learning and
teaching.
• Provide a forum for the dissemination of OLT outcomes and activities.
Potential value of ongoing collaboration for key stakeholders
• Network / tertiary association leaders (partner association leaders): Leaders would have
the opportunity to learn about good practice in networking and network leadership.
Additionally, they would be able to explore common challenges and possible solutions,
share resources and provide mutual support such as mentorship for new leaders.
• Networks / tertiary associations (partner associations): Partner associations would have a
stronger voice and greater influence in the sector. Avoiding potential risks, improving
executive functioning, benchmarking, coordinating and collaborating regarding events,
sharing resources and clarifying understandings of the spaces each association occupies
within the sector are all valuable outcomes of collaboration under this model.
• Tertiary education institutions: Leadership development and the enhanced profile of staff,
improved business intelligence, access to innovative developments in learning and
teaching and reputational currency are possible outcomes for tertiary education
institutions with staff involved in a continuing NATA.
• The office for learning and teaching and government: The revised model provides OLT with
the opportunity to gain access to early trends emerging in the sector and a forum for the
delivery of messages and efficient dissemination. It also promises to build an enhanced
profile for the OLT and provide a conduit for receiving comprehensive feedback from the
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8. sector about issues and concerns arising.
• The Australasian tertiary education sector: The sector stands to benefit through the
provision of a cohesive and authoritative voice, engagement with senior executives,
‘crowd sourcing’ opportunities and an increased awareness of and ability to address
emerging issues and trends. It also promises to increase the profile of learning and
teaching, improve dissemination and increase linkages with international networks.
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