Don Maconachie’s research while affiliated with University of the Sunshine Coast and other places

This handbook is a source of advice for university executives about the leadership of research. Its specific focus is on research development in less research-intensive universities that are seeking to expand their research profile, enhance their performance and compete more effectively for research funding. The advice is also relevant to senior executives faced with the challenge of rebuilding a research culture in universities that have lost momentum and are seeking to enhance their performance or change direction in a highly competitive environment.

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.

This handbook provides guidance on leadership of learning and teaching for senior university executives. Leadership for learning and teaching increasingly requires specialist skills and knowledge of contemporary approaches to learning and teaching—including familiarity with effective practice in teaching, assessment and the use of technologies to support curriculum delivery—as well as competence in the broader aspects of management and leadership.