Perspectives On Teaching And Learning Leadership In Higher Education

Perspectives on Teaching and Learning Leadership in Higher Education has been designed to bring together case studies to facilitate the development of effective and well-equipped leaders within the higher education sector. With the growing global emphasis on higher education to improve the quality of the learning experience for increasingly diverse students, this book focuses on good leadership in teaching and learning by illustrating the lived experiences of academics and sharing case studies which highlight moments and instances that positively impacted their professional development as leaders. The globally relevant case studies included provide insights into the different ideas implemented by leaders for learning and teaching projects. Through these case studies, the decision-making processes of leaders are made visible to other aspiring leaders in similar positions. This resource will be invaluable in enhancing and enriching the learning experience of students, as this book demonstrates that academic leadership is intricately related to student learning. It will help leaders negotiate their own conflicts and challenges and will be essential reading for present and budding learning and teaching leaders in the educational sector.

This book addresses the significant problems that can arise for pre-service teachers, teachers and school leaders who are unprepared for the complexities of 21st century teaching. It focuses on major factors impacting teacher preparation during an era of significant change, including student learning, academic growth, classroom practice, and the efficacy of teachers. In turn, the book considers crucial aspects that can enhance educational outcomes and investigates questions including what impact the changing nature of teachers’ work has on teacher preparation; how educators can evaluate blended learning; and what impact teachers have on learners. This book provides evidence-based approaches that can be used to achieve a positive impact on education and narrow the gap in contemporary and emerging global topics in education.

This practice-orientated book explores the nature of leadership in higher education during three key stages of the leadership cycle: becoming, being, and leaving leadership. Providing perspectives on leadership from a range of professional sectors, this book presents considered views on contemporary and future leadership practices in higher education from a global network of contributors. Included within each chapter are prominent questions designed to engage the reader to think about their own leadership experiences to date and leadership development needs. Key points covered include: the complexities of leadership in higher education in a changing world discussion of internally resourced leadership development frameworks and programmes currently used across the sector leading complex education systems perspectives on leadership from a range of professional sectors such as corporate, military, elite sport, and public, that can be used to improve the quality of higher education leadership case studies of academics’ leadership practices that provide readers with authentic personal insights into discipline-specific leadership experiences from around the world. Full of practical examples of personal leadership experiences which can be used to help inform readers’ leadership aspirations, development, and legacy planning, this is the ideal read for anyone interested in understanding their identity and practice as a leader in higher education.

Teaching, Learning and Research in Higher Education offers a combination of critical perspectives and practical advice that is ideally suited for individuals interested in enhancing their practice through analysis and critique. The aim is to promote a critical understanding of one’s own practices: to foster personal and professional formation through a reflexive engagement with one's environment and circumstances. At a practical level this means to continuously think about how to adjust practice rather than following a formulaic approach derived from any particular educational theory. Teaching, Learning and Research in Higher Education argues that academics can find space for their own agency in the midst of institutional policies and practices that serve to frame, as well as delimit and constrain, what counts as good academic work in teaching and research. This text bridges a gap between those books that provide a high-level analysis of contemporary higher education, the more practical texts on how to be a good teacher in higher education, and those texts which aim to improve teaching through better understanding of the learning process. Topical chapters include: Teacher-learner relationship, Learning groups, Practice-oriented learning, Teaching for diversity, e-learning, Assessment, Approaches to Staff Development, Quality assurance, Supervision and Research education, Doing research, and Teaching & Research. A must-have resource for higher education professions, academic developers, professionals, and anyone looking to improve their teaching and learning practices, Teaching, Learning and Research in Higher Education is also appropriate for continuing and professional development courses in the UK and teaching and learning courses in the US. Mark Tennant is Dean of the University Graduate School, University of Technology, Sydney. Cathi McMullen is Lecturer in the School of Marketing and Management at Charles Sturt University. Dan Kaczynski is Professor in the Educational Leadership department at Central Michigan University.

There is an increasing pressure for leading universities to perform well in competitive global and national ranking systems. International Perspectives on Leadership in Higher Education studies the complexity involved in the development and upkeep of good higher education provision. Without taking anything about leadership, management, governance, administration, authority or power for granted, this book draws together international case studies relating to specific instances of leadership to analyse how they relate to critical thinking and global challenges in higher education. Using a selection of global case studies, this book explores: The extent to which critical thinking on global challenges is employed by higher education leaders, The potential for an increase in the role of critical thinking in leadership, The creative potential for critical leadership thinking to transform institutions and communities, The essential attributes of critical thinking, namely cognitive, affective and social dimensions, and The possibility for critical thinking to contribute to the global public common good by encouraging enhanced research, teaching and public service excellence. Responding to the ever-increasing demands of the higher education climate, International Perspectives on Leadership in Higher Education is a vital resource for anyone occupying leadership positions in higher education institutions and any researchers or students looking to explore the landscape of critical thinking.

The modern notion of humanism centres on the core qualities in all humans: agency, dignity, and development; primarily concerned with addressing contemporary human needs, concerns and problems. This book has an interdisciplinary focus on the development of human capacity at all levels, with the view that higher education is well suited for all.

Inclusive Leadership in Higher Education examines leadership efforts that move beyond simple diversity programs in the journey towards the institutional transformation necessary to create inclusive educational environments. Chapter contributors from higher education institutions across the globe share how leadership is developed and implemented at all levels to create more inclusive organizational cultures. Diverse chapters address the forces and factors associated with organizational change while examining leadership theory, policy, and practices. This important volume provides a comparative perspective, highlighting common themes across a range of institutional and cultural contexts to help leaders promote an organizational mind-set and culture of inclusion and inclusiveness.

Leading Learning and Teaching in Higher Education brings together contemporary ideas on leadership, engagement and student learning into a practical solutions-based resource designed for those undertaking the challenge of leading a university-level teaching module, programme or suite of programmes, particularly through periods of transformation or change. It encourages both first time academic leaders and those who have held teaching leadership roles for some time to review and formalise their development in a systematic, simple way and acts as a framework for navigating the opportunities and challenges involved in inspiring shared purpose, strong commitment and innovation in higher education teaching. With a clear focus on the energy of leadership rather than the practice of management, and with a strong emphasis on collaborative engagement running throughout, this books offers: Insightful guidance which is not bound to subject-specific requirements, making it relevant across the spectrum of course offerings at any one institution. An enabling, people-focussed foundation for leadership. Tools and frameworks which can be readily applied or adapted for the reader. A focus on core elements of teaching leadership, such as design, delivery, assessment and building a programme team. A flexible and pragmatic approach to leadership which avoids a definitive approach, instead encouraging a dynamic method of engaging leadership. Values that assert that leadership and learning go hand-in-hand. A wide-ranging discussion of leadership theories, ideas and values related to the university context. This book puts forward a multifaceted model of programme leadership and links this to a scaffolding of key attributes, skills and qualities that fit the environment of leading learning and teaching in the university. Particularly interested readers will be those beginning to lead teaching in a university setting as well as those who have been leading programme teams and the wider provision of teaching for some time wanting to enhance their skills and perspective.