"To Be Relied upon and Trusted": The Centrality of Personal Relationships to Collaboration in HE, in a Successful Cross-Team Institutional Change Project

Autor/inn/en	Heard-Lauréote, Karen; Buckley, Carina
Titel	"To Be Relied upon and Trusted": The Centrality of Personal Relationships to Collaboration in HE, in a Successful Cross-Team Institutional Change Project
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 7, S.7-22, Artikel 2 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Interpersonal Relationship; Educational Cooperation; Higher Education; Organizational Change; Educational Change; Foreign Countries; Electronic Learning; Leadership; COVID-19; Pandemics; Vertical Organization; School Personnel; Psychological Patterns; United Kingdom + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Education; cooperation; Kooperation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationswandel; Bildungsreform; Ausland; Führung; Führungsposition; Schulpersonal; Großbritannien
Abstract	The change to online delivery in March 2020 provided an opportunity as well as a requirement to change the way we work in Higher Education (HE), from a traditional stance focussed on hierarchy and roles to one that embraced individual core skills and competencies. The Transformation Academy (TA), Solent University's response led by the Solent Learning and Teaching Institute (SLTI), had as its goal the preparation of 1100 modules for online delivery in September 2020, delivered via institutional cross-team collaboration to ensure success within a narrow timescale. Collaboration is by necessity situated and dialogic, and most effectively driven by an affective and trust-based connection between collaborative partners as well as to the project goal. In bringing together previously disparate and siloed teams, the TA project's success relied upon new collaborative partners quickly forming those connections, despite the prevailing neoliberal emphasis in UK HE on performativity and pressure from senior management to complete the work within 12 weeks. Adopting a qualitative empirical research design and single, local, exploratory case study approach, data is derived from 11 semi-structured interviews with project members who collaborated with colleagues outside of their usual team structures, to explore the personal value they perceived obtaining from the TA project. Preliminary findings suggest that Learning and Teaching (L&T) collaborations in a pressured environment benefit from authenticity in emotion and interpersonal affective connections, which in turn are engendered by openness and clarity in communication, a flattened hierarchy, and a sense of ownership for all participants. [Note: The page range (7-24) shown on the PDF is incorrect. The correct page range is 7-22.] (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01