Changing perspectives: teaching and learning centres' strategic contributions to academic development in Australian higher education

This article reports on a study of Australian teaching and learning centres to identify factors that contribute to their effective strategic leadership. These centres remain in a state of flux, with seemingly endless reconfiguration. The drivers for such change appear to lie in decision makers'...

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Bibliographic Details
Published in:The international journal for academic development 2011-03, Vol.16 (1), p.5-17
Main Authors: Holt, Dale, Palmer, Stuart, Challis, Di
Format: Article
Language:English
Subjects:
Academic Achievement
academic development
Academic staff development
Australia
Curriculum development
Decision Making
Educational change
Educational leadership
Focus Groups
Foreign Countries
Higher Education
Leadership
learning organisation
Multitrait Multimethod Techniques
Organizational learning
Paradigm Shifts
points of leverage
Postsecondary education
Professional continuing education
strategic leadership
Student Experience
Studies
Teaching
Teaching and learning centres
Universities
University administration
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Summary:This article reports on a study of Australian teaching and learning centres to identify factors that contribute to their effective strategic leadership. These centres remain in a state of flux, with seemingly endless reconfiguration. The drivers for such change appear to lie in decision makers' search for their centres to add more strategic value to organisational teaching, learning and the student experience. Through a synthesis of findings based on interviews, a survey of directors of centres and focus groups, the article identifies paradigmatic shifts in the ways centres see themselves, relate to their organisations and respond to external environmental forces. From an understanding of paradigm shifts, strategic contributions to academic development in the sector are framed organisationally through key points of leverage. Points of leverage are manageable actions that can be taken to maximise overall institutional impact and effectiveness.
ISSN:1360-144X
1470-1324
DOI:10.1080/1360144X.2011.546211