Cross-institutional teaching enhancement and distributed leadership: an empirical study informed by activity theory

Zou, Tracy X. P.; Parker, Quentin A.; Hounsell, Dai

doi:10.1080/1360080x.2021.2002791

Cited by 6 publications

(8 citation statements)

References 27 publications

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“…Second, the work by Harvey and Jones (2021) suggests practice action statements to enable distributed leadership. Zou et al . (2021) suggest that distributed leadership can help to alleviate some contradictions triggered by teaching enhancement projects.…”

Section: Resultsmentioning

confidence: 99%

“…Second, the work by Harvey and Jones (2021) suggests practice action statements to enable distributed leadership. Zou et al (2021) suggest that distributed leadership can help to alleviate some contradictions triggered by teaching enhancement projects. Further, Carbone et al (2017) and both demonstrate how it is possible to evaluate to what degree distributed leadership was effectively built and enabled.…”

Section: The Use Of Conceptsmentioning

confidence: 99%

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Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Kinnunen

Ripatti-Torniainen²,

Mickwitz³

et al. 2023

JARHE

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PurposeThe study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia.Design/methodology/approachThe authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis.FindingsThe analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally.Research limitations/implicationsLimitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field.Originality/valueThis research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.

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Section: Resultsmentioning

confidence: 99%

Section: The Use Of Conceptsmentioning

confidence: 99%

Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Kinnunen

Ripatti-Torniainen²,

Mickwitz³

et al. 2023

JARHE

View full text Add to dashboard Cite

show abstract

“…, 2012). Such impact might be achieved through synergies between faculty members learning together in communities of practice and networks (Wenger, 1998; Zou et al. , 2022), experimentation of new pedagogies across contexts (Pharo et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…What adds to the complexity is that cross-institutional TEPs involve negotiations across institutional boundaries (e.g. Zou et al. , 2022; Treleaven et al.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework

Zou,

Hounsell,

Parker

et al. 2023

JPCC

Self Cite

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PurposeThis study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the impact at departmental, institutional and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.Design/methodology/approachA professional capital framework guided the examination of decisional and social capitals at departmental, institutional and cross-institutional levels. A theory-of-change method was adopted to collect data from 35 sets of documents, 22 project members and 65 stakeholders.FindingsThe authors found five forms of impact, showing the development of decisional and social capitals mostly at institutional and cross-institutional levels, whilst signaling the relatively weak impact at departmental levels. Therefore, the values of cross-institutional TEPs have not been fully realized and future endeavors need to better utilize the capitals in programs.Originality/valueFew studies evaluated the impact of large-scale, cross-institutional TEPs. The authors offered new contributions by gauging the impact of these under-explored forms of complex professional collaborations.

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Emergence of shared leadership in project teams: The role of events

Karppi,

Aramo-Immonen,

Hyrkkänen

et al. 2024

Project Leadership and Society

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Cross-institutional teaching enhancement and distributed leadership: an empirical study informed by activity theory

Cited by 6 publications

References 27 publications

Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Bringing clarity to the leadership of teaching and learning in higher education: a systematic review

Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework

Emergence of shared leadership in project teams: The role of events

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