student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Part A: Developing a Distributed Leadership Model - Secton 6: Networking ALTC Projects<br />
6. Section Six:<br />
Networking ALTC<br />
Projects<br />
The RMIT Distributed Leadership project in the use of <strong>student</strong> <strong>feedback</strong> is one<br />
of five projects funded by the ALTC in 2006 <strong>and</strong> 2007 that have Institutional<br />
Distributed Leadership as their focus (rather than an Institutional Positional/<br />
Structural focus). The other four projects are:<br />
––<br />
Development of a Distributed Institutional Leadership Capacity in Online<br />
<strong>Learning</strong> <strong>and</strong> <strong>Teaching</strong> (ACU).<br />
––<br />
Promoting <strong>Learning</strong> <strong>and</strong> <strong>Teaching</strong> Communities (ANU).<br />
––<br />
Distributive Leadership <strong>for</strong> <strong>Learning</strong> <strong>and</strong> <strong>Teaching</strong>: Developing the<br />
Faculty Scholar Model (Wollongong, Tasmania, Flinders, LaTrobe).<br />
––<br />
Leadership <strong>and</strong> Assessment: Strengthening the Nexus (Macquarie).<br />
While each has a different focus upon which <strong>leadership</strong> capacity is being built,<br />
each is underpinned by a focus on developing <strong>leadership</strong> capacity across<br />
the university beyond that of positional/structural <strong>leadership</strong> (Parker 2008).<br />
In addition one project [Leadership <strong>and</strong> Assessment: Strengthening the<br />
Nexus (Macquarie)] adopted an Action Research methodology similar<br />
to that underpinning the RMIT project.<br />
In addition, two projects that relate to positional/structural <strong>leadership</strong>, have<br />
adopted Action Research methodologies which involve the engagement<br />
of leaders representative of a distributed <strong>leadership</strong> approach. These include:<br />
––<br />
Leadership <strong>for</strong> implementing improvements in the <strong>Learning</strong> <strong>and</strong> <strong>Teaching</strong><br />
Quality Circles (Monash).<br />
––<br />
An Institutional Leadership Paradigm: Trans<strong>for</strong>ming Practices, Structures<br />
<strong>and</strong> Conditions in Indigenous Higher Education (Bachelor Institute & ACU).<br />
A consolidating Leadership Grant EOI was submitted to ALTC in conjunction<br />
with Woollongong University, Australian Catholic University <strong>and</strong> Maquarie<br />
University in March 2009. The EOI that aims to explore synergies between<br />
the projects in the thematic issues, theoretical underpinnings <strong>and</strong> processes<br />
<strong>and</strong> practices that have emerged from these projects has been accepted <strong>for</strong><br />
full proposal. The project aims will be to action what Parker (2008, p.50)<br />
identified as the need to explore synergies between these projects to:<br />
To maximise the sector-wide benefit …these kinds of synergies, together<br />
with effective strategies <strong>for</strong> disseminating the Project outcomes across the<br />
sector need to be investigated.<br />
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