Transforming distance education curricula through distributive leadership

Abstract

This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education

Large-scale innovation and change in UK higher education

“…It clearly illustrates the process's pervasiveness and the complexity of interactions between the stakeholders. Realisation that the scale of change required was greater than originally envisaged is not a completely new insight (Buchan 2011;Keppel et al 2010) but one that had a direct effect on project timescales and plans and in some cases relationships between the project teams and other key stakeholders.…”

“….. Rather we must change existing conditions so that it is normal and possible for a majority of people to move forward'' (Fullan 2001). Keppel et al (2010) suggest an alternative approach, ''distributive leadership'', in which change is jointly managed by more or less equal participants or ''stakeholders'' (Argyris 1999;Fullan 1993;Vidgen 1997). The list of potential stakeholders in a university is extensive.…”

“…The reality is unpredictability, instability, irregularity, difference and disorder. Keppel et al (2010) observe how successful transformative change projects entail building shared vision and culture. The UK Learning and Teaching Support Network (LTSN) ''Guidelines for Promoting and Facilitating Change'' suggested that universities, for all their differences, tend to share the same culture, comprising:…”

IRRODL Volume 15, Number 3

“…The distributed leadership theory as it relates to distance education is commonly defined as an approach that includes networking, collaboration, instilling a common vision, allowance for member-leader actions, and empowering members to adopt new paradigms of working (Jameson, Ferrel, Kelly, Walker, & Ryan, 2006;Keppell, Dwyer, Lyon, & Childs, 2001;Fahlman, 2012). In academic, distance education institutions, distributed leadership is defined as a collective approach in which leaders encourage all team members to contribute to a strategic vision (Jameson et al, 2006;Keppell et al, 2001;Fahlman, 2012).…”

“…In academic, distance education institutions, distributed leadership is defined as a collective approach in which leaders encourage all team members to contribute to a strategic vision (Jameson et al, 2006;Keppell et al, 2001;Fahlman, 2012). effective distributed leader will focus on how staff do things and how they interact rather than what a leader does.…”