Developing principles for strategic leadership of learning and teaching in universities

Abstract

Accountability demands and intensified competition to attract and retain students has focused
attention on the capacity of senior academics responsible for whole of institution performance in
learning and teaching. Leadership for learning and teaching is different from other forms of academic
leadership in some important respects: it requires specialist skills and knowledge as well as
competence in the broader aspects of management and leadership. This paper reports on the
process of formulating a set of key principles underpinning an Australian government funded project
to produce a handbook for academics with responsibility for whole-of-university strategic leadership
and management of learning and teaching. The paper raises a number of issues concerning the
impact of leadership and governance on learning and teaching that emerged in the preparation of
the handbook. It points to new directions for the strategic leadership and management of learning
and teaching around three themes in particular: balancing collegial and managerial objectives; using
evidence-based policies and strategies; and devolving leadership of learning and teaching to all levels
of operation.

Full text

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Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
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Developing!principles!for!strategic!leadership!of!learning!and!teaching!!
in!universities!
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Paper*presented*in*track*6*at*the*
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EAIR!34th!Annual!Forum!in!Stavanger,!Norway!
5-8!September!2012!
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Name%of%Authors%
Dr*Craig*McInnis*
Professor*Paul*Ramsden*
Mr*Don*Maconachie*
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Contact%Details%
Dr*Craig*McInnis*
PhillipsKPA*
10/150*Chestnut*Street*
Richmond*Vic*3121**
Australia*
E-mail:*cmcinnis@phillipskpa.com.au*
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Key%words%
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Governance,*Leadership,*Management,*Organisation*structures*
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Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
Abstract%
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Developing!principles!for!strategic!leadership!of!learning!and!teaching!in!universities!
Accountability*demands*and*intensified*competition*to*attract*and*retain*students*has*focused*
attention*on*the*capacity*of*senior*academics*responsible*for*whole*of*institution*performance*in*
learning*and*teaching.*Leadership*for*learning*and*teaching*is*different*from*other*forms*of*academic*
leadership*in*some*important*respects:*it*requires*specialist*skills*and*knowledge*as*well*as*
competence*in*the*broader*aspects*of*management*and*leadership.*This*paper*reports*on*the*
process*of*formulating*a*set*of*key*principles*underpinning*an*Australian*government*funded*project*
to*produce*a*handbook*for*academics*with*responsibility*for*whole-of-university*strategic*leadership*
and*management*of*learning*and*teaching.**The*paper*raises*a*number*of*issues*concerning*the*
impact*of*leadership*and*governance*on*learning*and*teaching*that*emerged*in*the*preparation*of*
the*handbook.*It*points*to*new*directions*for*the*strategic*leadership*and*management*of*learning*
and*teaching*around*three*themes*in*particular:*balancing*collegial*and*managerial*objectives;*using*
evidence-based*policies*and*strategies;*and*devolving*leadership*of*learning*and*teaching*to*all*levels*
of*operation.****
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Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
Presentation%
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Developing!principles!for!strategic!leadership!of!learning!and!teaching!in!universities!
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Introduction!
Teaching*and*the*student*experience*have*never*been*more*prominent*in*the*higher*education*policy*
agenda.*There*has*been*growing*recognition*of*the*fundamental*importance*of*university*learning*
and*teaching*in*meeting*the*needs*of*the*economy*and*society.*Universities*have*responded*to*new*
realities*of*student*expectations*and*engagement*over*the*last*decade*with*significant*improvements*
in*governance*and*management*arrangements*to*improve*student*learning*and*the*student*
experience.1***
It*has*been*clear*for*some*time,*from*academic*research*on*the*subject*and*from*the*experience*of*
senior*leaders*and*managers,*that*the*quality*of*leadership*at*multiple*levels*exerts*a*strong*
influence*on*the*environment*for*effective*learning*and*teaching.**High*quality*academic*leadership*
sustains*and*promotes*a*commitment*to*good*teaching*and*its*improvement;*poor*leadership*
disempowers*staff*and*discourages*them*from*giving*their*best*to*their*students.*2*More*recently,*
increased*government*demands*for*institutional*improvement,*intensified*levels*of*competition*from*
new*providers,*and*the*pervasive*impact*of*communications*technologies,*have*focused*attention*
specifically*on*strategic*institutional*leadership*of*learning*and*teaching.**
Australian*universities,*as*elsewhere,*are*part*of*a*higher*education*market*with*deregulation*of*
student*enrolments*its*most*recent*manifestation.**This*competitive*environment*leaves*universities*
no*choice*but*to*focus*on*their*performance*in*this*market,*requiring*leaders*to*be*ever*conscious*of*
strategic*matters*such*as*income*generation,*efficiency*and*productivity.***
These*external*challenges*and*the*organisational*responses*have*tested*and*reshaped*institutional*
power*relationships*with*respect*to*the*governance*and*leadership*of*learning*and*teaching.*In*this*
rapidly*changing*landscape,*where*the*operation*of*the*contemporary*university*relies*on*a*
burgeoning*cadre*of*strategic*and*support*specialists,*the*new*dynamics*are*challenging*the*core*
elements*that*traditionally*define*and*sustain*academic*identities,*including*their*sense*of*authority,*
autonomy,*and*capacity*for*self-regulation.3**
This*paper*identifies*issues*and*challenges*for*high-level*leadership*that*emerged*as*the*authors*
developed*a*government*funded*handbook*for*senior*executives*with*responsibility*for*institutional*
performance.4*The*paper*points*to*new*directions*for*the*strategic*leadership*and*management*of*
learning*and*teaching*around*three*themes*in*particular:*balancing*collegial*and*managerial*
objectives;*using*evidence-based*policies*and*strategies;*and*devolving*leadership*of*learning*and*
teaching*to*all*levels*of*operation.****
Promoting!strategic!leadership!of!learning!and!teaching!!!
In*2011*the*Australian*Government*established*an*Office*for*Learning*and*Teaching*(OLT)*funded*
through*the*‘Promotion*of*Excellence*in*Learning*and*Teaching*in*Higher*Education*Program’;*this*
1*McInnis,*C.*(2003).*New$realities$of$the$student$experience:$how$universities$should$respond.*Keynote*address*to*the*EAIR*Jubilee*Conference,*
Limerick.*
2*Ramsden,*P.*(1998).*Learning$to$lead$in$higher$education.*London:*Routledge.*
3*McInnis,*C.*(2010).*Traditions*of*academic*professionalism*and*shifting*academic*identities.*In*G.*Gordon*&*C.*Whitchurch*(eds.),*Academic$and$
professional$identities$in$higher$education:$the$challenges$of$a$diversifying$workforce.*London:*Routledge.**
4*McInnis,*C.,*Ramsden,*P.,*&*Maconachie,D.*(in*press).*A$handbook$for$executive$leadership$of$learning$and$teaching$in$higher$education.$Canberra:$
Office*for*Learning*and*Teaching,*DIISRTE.**

4
Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
continues*much*of*the*work*of*the*Australian*Learning*and*Teaching*Council*(ALTC),*which*ceased*
operations*in*August*2011.***The*OLT*aims*to*promote*and*support*change*in*higher*education*
institutions*for*the*enhancement*of*learning*and*teaching.*One*of*the*key*ongoing*initiatives*is*the*
‘Leadership*for*Excellence*in*Learning*and*Teaching*Program’.**
The*overarching*perspective*of*the*leadership*program*is*informed*by*a*view*of*academic*leadership*
as*distributed,*multi-level,*incorporating*both*‘transactional’*and*‘transformational’*elements,*and*
focused*on*process*(rather*than,*for*example,*emphasising*only*the*attributes*of*leaders*in*formal*
positions).*The*program*has*generated*significant*rethinking*of*the*organisational*structures*to*
manage*learning*and*teaching*in*universities,*including*heightened*activity*aimed*at*professionalising*
leadership*at*all*levels.***
The*project*to*produce*a*handbook,*funded*by*OLT,*was*prompted*by*an*obvious*gap*in*the*research*
and*development*literature,*and*more*particularly*by*the*lack*of*provision*of*professional*
development*programs*for*executive*leadership*to*meet*the*central*challenge*of*governing*and*
managing*increasingly*complex*operations*concerned*with*the*student*experience.*The*aim*of*the*
project*was*to*create*a*practical*resource*that*could*be*relied*upon*to*inform*institutional*decision-
making*about*learning*and*teaching.*It*needed*to*be*soundly*based*in*both*theory*and*practice,*so*
the*starting*point*was*the*development*of*general*principles*and*identification*of*examples*of*good*
practice.**
Most*national*and*institutional*professional*programs*appeared*to*be*focused*on*the*personal*
characteristics*of*leaders,*and*the*development*of*generic*attributes*concerned*with,*for*example,*
interpersonal*skills.*In*contrast,*the*authors*concentrated*on*what*leaders*actually*do*to*foster*
excellence*in*the*specific*area*of*responsibility*concerned*with*learning*and*teaching*and*the*student*
experience.*This*reflects*the*approach*of*a*UK*Leadership*Foundation/Higher*Education*Academy*
study*of*academic*department*leadership:*one*of*the*few*systematic*investigations*we*found*of*what*
leaders*actually*do*to*promote*excellence*in*learning*and*teaching.5**
The*UK*study*examined*departmental*leadership*for*good*teaching*in*eleven*research-intensive*
universities*and*concluded*that*there*were*nine*‘clusters’*of*leadership*activity*associated*with*
excellent*teaching*environments*including*both*generic*and*teaching*specific*activities.*Importantly,*
it*stressed*that*‘effective*leadership*for*teaching*involved*different*combinations*of*those*
characteristics*in*different*contexts…*[however]*one*factor*characterised*85*per*cent*of*the*leaders:*
their*emphasis*on*the*students’$experience*of$studying$in*a*continually*developing*curriculum,*rather*
than*on*the*teaching$of*discipline-specific*knowledge*and*practices’.*The*UK*findings*provided*the*
starting*point*for*the*development*of*the*key*principles*guiding*action.*
Focus!on!actions!for!strategic!leadership!
The*handbook*is*focused*on*‘strategic*leadership’,*on*an*institution’s*distinctive*vision*for*student*
learning*across*subject*areas*and*the*means*by*which*the*vision*can*be*realised.*It*emphasises*
leadership*that*enhances*academic*productivity,*positive*academic*environments*for*staff*and*
students,*and*the*developmental*approaches*that*support*this*quality*of*leadership.*It*proposes*
actions*by*executive*leaders*that*would*see*them*being*strategic,*not*only*in*relation*to*the*
competitive*performance*of*their*institutions,*but*also*their*excellence*as*institutions*in*promoting*
and*supporting*the*self-development,*self-realisation*and*self-determination*of*their*students,*staff,*
and*communities.*While*there*seems*to*be*no*single*recipe*for*the*effective*academic*leadership*of*
teaching,*it*appears*that*different*combinations*of*core*principles*are*appropriate*in*different*
circumstances.***
5*Gibbs,*G.,*Knapper,*C.,*&*Picinnin,*S.*(2009).*Departmental$leadership$of$teaching$in$research-intensive$environments.*London:*Leadership*
Foundation*for*Higher*Education.*

5
Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
The*handbook*takes*the*position*that*leadership*of*learning*and*teaching*is*different*from*other*
forms*of*leadership*in*some*important*respects.*It*requires*specialist*skills*and*knowledge—including*
some*familiarity*with*effective*practice*in*teaching,*assessment*and*curriculum*design—as*well*as*
competence*in*the*broader*aspects*of*management*and*leadership.*The*strategic*management*and*
leadership*of*learning*and*teaching*is*generally*agreed*to*be*especially*challenging*at*the*institutional*
level*and*requires*particularly*flexible*and*dynamic*approaches*in*the*current*context.**
It*was*clear*from*the*outset*of*the*project*that*there*is*limited*research*or*sources*of*advice*on*senior*
management’s*role*in*creating*the*overall*institutional*context*for*learning*and*teaching*in*
universities.*There*is*little*or*nothing*concerned*with,*for*example,*creating*a*distinctive*vision*for*the*
university’s*approach*to*learning*and*teaching,*the*need*to*work*from*a*big*picture*of*higher*
education*policy*developments,*the*importance*of*making*strategic*assessments*of*institutional*
performance,*providing*a*sense*of*policy*coherence*across*the*institution,*or*using*institutional*data*
to*drive*change*at*the*highest*level*with*‘compelling*numbers’.**
The*handbook*is*divided*into*two*parts;*the*first*section*sets*out*five*core*principles*and*elements*
that*focus*on*what*successful*leaders*can*do*to*promote*excellence*in*learning*and*teaching.*The*
second*section,*a*background*briefing,*provides*a*short*primer*on*the*body*of*evidence*that*informed*
the*development*of*the*five*principles.*The*development*of*a*set*of*principles*was*needed*to*take*the*
handbook*beyond*a*simplistic*set*of*recipes*for*success.*The*methodology*used*to*identify*and*
develop*the*principles*was*fairly*straightforward.*A*set*of*nine*‘working’*principles*was*drafted*
drawing*upon*the*published*work*on*leadership*of*learning*and*teaching.*While*this*had*limited*
relevance*to*executive*leadership*in*universities,*there*was*sufficient*material*available*as*the*basis*
for*consultations*with*a*range*of*individuals*and*organisations*in*Australia*and*the*UK,*that*had*a*
strong*performance*record*in*learning*and*teaching.****
The*consultations*with*experts*in*the*field*and*the*project*reference*group*provided*advice*on*the*
focus*of*the*draft*principles*and*suggestions*for*case*study*investigations.*The*case*studies*focused*
on*senior*leadership*strategies*that*had*resulted*in*exceptional*institutional*performance.*Six*case*
studies*were*undertaken;*five*in*Australia*and*one*in*the*UK.*The*case*studies*involved*campus*visits*
and*discussions*with*deputy*vice-chancellors*and*other*senior*leaders*about*what*each*institution*
had*done*to*set*an*agenda*for*learning*and*teaching,*how*it*sustained*the*agenda*through*years*of*
development,*and*the*impact*on*students,*staff*and*the*university*as*a*whole.**!*
Issues!and!challenges!for!strategic!leadership!
The*handbook*acknowledges*that*robust*leadership*is*needed*to*inspire,*influence*and*enable*
colleagues*who*have*operational*responsibility*for*providing*an*excellent*student*experience.*It*
emphasises*the*importance*of*leaders*making*their*own*choices*based*on*evidence*of*what*might*
work*in*various*circumstances.*It*also,*quite*deliberately,*presents*a*positive*view*of*the*job*of*
leading*university*teaching*(in*distinct*contrast*to*the*overly*negative*tone*of*much*of*the*literature)*
based*on*evidence*of*what*works.**Nonetheless,*the*case*studies*demonstrate*that*high-level*
strategic*leadership*is*no*easy*task,*as*illustrated*in*the*three*themes*discussed*in*the*next*sections*
that*emerged*in*the*process*of*formulating*and*refining*the*key*principles.**
1.%Balancing%collegial%and%managerial%imperatives%
Key*among*the*overlapping*themes*was*the*task*of*balancing*collegial*and*managerial*cultures.*The*
long*term*success*of*strategic*development*of*learning*and*teaching*hinges*on*effective*management*
processes,*but*it*also*depends*on*the*strength*of*academic*cultures.*These*can*be,*and*often*are,*in*
conflict*with*one*another,*and*there*was*evidence*of*this*in*the*case*studies.*However,*the*case*
studies*suggest*that*successful*leaders*see*this*as*a*matter*of*turning*challenges*into*opportunities:*

6
Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
the*preferred*approach*is*to*work*with*the*history*and*cultural*framework*of*the*institution,*
especially*where*it*has*an*established*and*distinctive*identity.*****
Successful*strategic*leadership*in*academic*contexts*requires*flexibility*in*how*a*vision*is*delivered*
and*practised.*There*is*considerable*art*in*aligning*central*management*actions*(including*evidence-
based*decision-making)*with*collegial*academic*values*and*ensuring*they*sustain*rather*than*obstruct*
each*other.*Typical*approaches*observed*in*the*case*studies*include:*encouraging*change*through*
careful*reference*to*external*pressures;*working*wherever*possible*through*consent*and*consensus;*
fostering*a*culture*of*improvement*and*support*rather*than*blame;*reiterating*scholarly*values*and*
underlining*the*parallels*between*research*and*teaching;*and*using*academic*development*units*to*
steer*enhancement*priorities.**
Sustaining*and*strengthening*academic*cultures*is*also*a*key*element*in*engaging*staff*in*the*pursuit*
of*excellence*in*learning*and*teaching.**Successful*executive*leaders*understand*that*high*quality*
teaching*and*a*positive*student*experience*across*the*whole*institution*is*more*likely*to*be*present*
when*the*academic*culture*is*well*established*and*vigorous.*They*take*deliberate*steps*to*ensure*that*
the*vision*and*imperatives*of*the*institution*reflect*the*core*values*that*motivate*academic*and*
support*staff*to*strive*for*excellence.***
A*balanced*response*to*collegial*and*managerial*imperatives*includes*development*of*expanded*
academic*and*professional*capacity*and*capability*among*core*staff,*the*meaningful*involvement*of*
these*staff*in*high-level*decision-making*processes,*and*constructive*alignment*of*traditional*
academic*values*and*management*perspectives.*Successful*executive*leaders*work*from*the*
assumption*that*the*quality*of*the*student*experience*depends*on*cooperative,*integrated*
approaches*to*its*management.*This*may*imply*incorporation*of*academic*and*service*functions*into*
single*teams,*recognising*that*professional*services*are*decisive*in*ensuring*quality.***
Developing*a*coherent*set*of*policies*and*objectives*that*support*the*institutional*mission*and*vision*
for*learning*and*teaching*is*a*key*element*of*strategic*leadership.*But*it*can*also*generate*tensions*
between*collegial*and*managerial*agendas.**Successful*resolution*of*the*tensions*is*more*likely*when*
the*key*policy*documents*reflect*a*unified*and*focused*approach*across*all*dimensions*of*university*
operation*that*influence*learning*and*teaching*and*the*student*experience.**A*balanced*approach*is*
achieved*when*the*connections*between*objectives,*actions*and*accountabilities*are*made*
abundantly*clear*and*consistent.**The*interaction*between*senior*executives*and*faculties*is*critical,*
particularly*how*the*information*is*presented*and*the*way*it*is*delivered.*In*the*case*study*
universities*strategic*leadership*provides*room*to*rewrite*institutional*policy*at*the*local*level*of*
faculties*and*schools*so*that*it*makes*sense*on*the*ground.***
2.%Using%evidence-based%policies%%%
Tensions*between*collegial*and*management*imperatives*are*most*commonly*brought*to*the*surface*
around*accountability*systems,*the*measures*used*and*the*direct*consequences*for*academic*
departments*and*individuals.*At*the*same*time,*accountability*systems*are*crucial*to*efforts*to*
improve*institutional*performance*in*learning*and*teaching*and*the*student*experience.**
The*case*studies*provide*examples*of*successful*senior*executives*using*good*management*tools*such*
as*accurate*and*up-to-date*performance*data*that*make*sense*to*everyone*concerned*with*
improving*learning*and*teaching.**They*create*measures*and*monitoring*processes*directly*relevant*
to*the*mission*and*context*of*the*institution,*and*establish*a*strong*evidence-base*from*locally*
developed*and*meaningful*performance*measures.**Combined*with*a*strong*quality*assurance*system*
the*data*is*used*to*translate*the*university’s*strategic*priorities*for*student*learning*through*to*the*
faculty*and*school*level.*In*effect,*the*data*drives*the*messages*about*what*is*valued*by*the*
institution.*

7
Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
Universities*are*often*information*rich*and*knowledge*poor.*A*large*amount*of*data*is*routinely*
collected*but*not*analysed*for*the*purpose*of*informing*strategic*thinking*or*guiding*improvements*in*
learning*and*teaching*and*the*student*experience.*Mindful*of*evaluation*fatigue,*successful*leaders*of*
learning*and*teaching*make*a*conscious*effort*to*limit*the*volume*of*data*collected*and*distributed*to*
faculties*and*departments.*They*also*communicate*findings*in*a*clear*and*effective*manner*with*an*
emphasis*on*identifying*specific*issues*and*providing*direction*for*change.*Student*feedback*systems*
are*linked*consistently*and*positively*to*improving*teaching.**
Providing*accessible,*useable*and*credible*information*about*teaching*and*learning*performance*for*
faculties*and*schools,*particularly*the*data*from*student*evaluations,*means*recognising*the*critical*
distinction*between*data*and*information*that*makes*a*difference.*Effective*leaders*in*the*case*study*
universities*focus*on*simplifying*the*measures,*making*them*meaningful,*and*getting*university-wide*
consensus*on*key*definitions*related*to*performance*measures.*They*take*a*direct*and*informed*
interest*in*the*development*of*local*metrics*and*evaluation*instruments*to*assess*teaching*
performance.**They*also*promote*a*whole-of-institution*shift*away*from*a*focus*of*the*performance*
measures*on*individuals*(and*a*deficit*orientation*to*problems),*towards*collective*responsibility*for*
the*subject/unit.*
These*leaders*are*able*to*point*to*decisions*to*take*particular*actions*that*led*to*desired*outcomes.*
They*provide*compelling*stories*of*significant*gains*made*by*coordinated*efforts*sustained*over*a*
period*of*time,*now*embedded*in*institutional*practice.*These*stories*reinforce*ideas*informing*the*
development*of*the*principles*included*in*the*handbook.*What*is*generally*missing,*however,*is*clear*
data*(quantitative*or*qualitative)*that*could*serve*as*direct*and*convincing*evidence*of*the*impact*of*
the*interventions*put*in*place.**
3.%Devolving%leadership%of%learning%and%teaching%%
Devolved*leadership*of*learning*and*teaching*is*frequently*cited*as*a*means*of*ensuring*wide*
ownership*and*comprehensive*engagement*of*staff*(and*students)*with*the*university*mission*and*
vision,*and*its*implementation.*This*can*present*a*major*challenge*for*executive*leaders.*Encouraging*
staff*to*make*choices*about*what*works*in*their*local*contexts*tests*the*robustness*and*capacity*of*
executive*leadership.*Ideally,*the*aim*should*be*to*minimise*top-down*control*in*the*means*of*its*
accomplishment*reserving*options*for*central*direction*for*abnormal*situations*such*as*addressing*
significant*government*policy*shifts.*In*ordinary*circumstances,*different*faculties*and*disciplines*
should*be*free*to*exercise*discretion*in*how*they*deliver*the*vision.*This*form*of*unobtrusive*senior*
leadership—‘the*invisible*hand’—*is*the*converse*of*micro-management.***
Devolved*leadership*is*a*strong*feature*of*the*collegial*cultures*of*the*case*study*universities.*It*
creates*alignment*and*allows*for*good*practice*and*innovation*to*emerge*from*the*bottom*up.*The*
case*studies*include*examples*of*a*range*of*initiatives*such*as:*the*development*of*cross-university*
teams*with*a*commitment*to*changing*the*student*experience;*incentivising*and*rewarding*
innovation*and*enhancement*in*teaching,*learning*and*professional*services*to*students;*establishing*
appropriate*criteria*for*promotion*related*to*teaching;*establishing*career*paths*for*the*leadership*of*
teaching*(such*as*associate*dean*positions)*and*empowering*those*in*such*positions*to*influence*
change.**
Case*study*examples*reflected*the*increasing*trend*towards*using*mechanisms*to*devolve*leadership*
within*existing*academic*structures*—*such*as*academic*boards,*informal*groups*and*committees*—*
to*implement*and*monitor*progress*towards*objectives.*They*also*show*the*need*for*senior*
executives*to*regularly*remind*themselves*as*to*what*motivates*academics*to*invest*time*and*energy*
into*teaching,*and*the*obstacles*that*get*in*the*way.*Successful*devolution*therefore*includes*senior*
executives*attending*to*the*small*details*that*make*effective*teaching*possible*and*the*factors*that*

8
Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
might*hinder*improvement.*The*approach*to*management*involves*listening*to*academics’*concerns*
as*well*as*directing*their*endeavours.**
In*all*case*study*examples,*senior*leadership*recognises*that*learning*and*teaching*is*only*as*effective*
as*the*people*leading*improvement,*formally*or*by*example,*at*the*local*level.*This*means*building*a*
core*of*committed*and*skilled*leaders*across*the*institution.*The*position*of*associate*dean*with*
designated*responsibilities*for*learning*and*teaching*at*the*faculty*level*is*now*almost*universal*in*
Australian*universities.*In*the*examples*where*leadership*is*most*strongly*devolved,*the*associate*
deans*are*a*key*resource*for*advancing*the*institutional*vision*for*learning*and*teaching.*They*take*
responsibility*for*the*assessment*of*faculty*and*school*performance*data,*which*provides*them*with*
an*agenda*to*influence*change*using*faculty*and*school-based*performance*indicators*to*start*
collegial*conversations.**
Associate*deans*are*also*significant*contributors*to*institutional*policy*with*authority*and*resources*
to*support*clear*and*cascading*levels*of*responsibility.*They*often*provide*a*semi-formal*collective*
voice*to*represent*staff*perspectives*to*senior*executive*as*well*as*being*regarded*as*experts*in*their*
own*right,*and*are*encouraged*to*focus*on*the*bigger*picture*of*university*strategic*directions.*In*
addition,*associate*deans*provide*an*understanding*of*what*is*happening*at*the*institutional*level*and*
how*to*get*people*involved:*they*are*the*disciplinary*glue*to*get*the*work*at*faculty*level*connected*
to*the*aspirations*of*the*university.*
Conclusions!!
It*does*not*necessarily*follow*that*a*more*managerial*culture*is*an*inevitable*consequence*of*the*
focus*on*market*competition*and*external*regulation,*or*that*the*tension*with*the*collegial*culture*is*
unresolvable.**Executive*leaders*of*learning*and*teaching*and*the*student*experience,*in*Australia*and*
the*UK*at*least,*appear*to*be*taking*a*highly*strategic*approach*to*finding*common*ground*in*
academic*and*management*values.**
There*are*clear*signs*that*universities*are*moving*beyond*the*excessive*bureaucratic*processes*of*
managing*teachers*and*teaching*towards*a*collaborative*enterprise*involving*academics,*professional*
support*staff,*and*students,*focused*on*promoting*student*learning.*There*is*also*some*evidence*that*
academics,*‘appear*to*be*crafting*and*re-crafting*their*identities*as*conditions*change’,*in*part*
because*so*many*aspects*of*university*operation,*particularly*those*concerned*with*the*student*
experience,*now*require*professionals*with*a*wide*range*of*specialist*skills.*6*Inspirational*and*
devolved*leadership,*focused*on*improvement*and*development*of*teaching,*appears*to*generate*an*
educational*climate*or*culture*favourable*to*dialogue*and*innovation.**In*particular,*a*collegial*
commitment*to*providing*an*outstanding*learning*experience*and*a*focus*on*enabling*effective*
learning*outcomes*is*associated*with*more*stimulating*and*collaborative*forms*of*leadership.*
The*links*between*academics’*approaches*to*teaching,*their*experiences*of*leadership,*and*the*
broader*context*of*the*department*in*which*they*teach*are*well*established.*7*Inspiring,*change-
focused*(or*transformational)*leadership*—*as*seen*by*the*teaching*staff*themselves*—*influences*
how*they*go*about*teaching.*University*teachers*who*report*collaborative*and*transformational*
forms*of*leadership*teach*in*ways*that*enhance*the*student*learning*experience,*while*those*who*
report*less*inspirational*leadership*are*more*likely*to*approach*teaching*as*a*form*of*transmitting*
information.***
6*Kolsaker,*A.*(2008).*Academic*professionalism*in*the*managerialist*era:*a*study*of*English*universities,*Studies$in$Higher$Education*33*(5),*513-525.*
7*Ramsden,*P.,*Prosser,*M.P.,*Trigwell,*K.*&*Martin,*E.*(2007).*University*teachers’*experiences*of*academic*leadership*and*their*approaches*to*
teaching,*Learning$and$Instruction,*17,*140-155.*
*

9
Developing*principles*for*strategic*leadership*of*learning*and*teaching*in*universities*
In*universities*adapting*most*successfully*to*the*changing*external*environment*executive*leadership*
of*learning*and*teaching*involves*being*strategic*not*only*in*relation*to*the*competitive*performance*
of*the*institution,*but*also*the*core*function*of*promoting*and*supporting*the*self-development,*self-
realisation*and*self-determination*of*students,*staff,*and*communities.*It*gains*support*and*
commitment*from*academics*by*giving*due*emphasis*to*aspects*of*university*life*that*have*intrinsic*
merit,*recognising*collegial*and*disciplinary*identities*while*at*the*same*time*acknowledging*the*
fundamental*imperative*of*ensuring*institutional*sustainability*in*an*increasingly*competitive*
environment.**