Assessing Distributed Leadership for Learning and Teaching Quality: A Multi-Institutional Study

Autor/inn/en	Carbone, Angela; Evans, Julia; Ross, Bella; Drew, Steve; Phelan, Liam; Lindsay, Katherine; Cottman, Caroline; Stoney, Susan; Ye, Jing
Titel	Assessing Distributed Leadership for Learning and Teaching Quality: A Multi-Institutional Study
Quelle	In: Journal of Higher Education Policy and Management, 39 (2017) 2, S.183-196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2017.1276629
Schlagwörter	Institutional Research; Leadership Styles; Educational Quality; Higher Education; Teacher Collaboration; Program Implementation; Educational Improvement; Benchmarking; Alignment (Education); Faculty Development; Program Effectiveness; Program Evaluation; Transformational Leadership; Participative Decision Making; Interviews; Teaching Methods; Teaching Models; Foreign Countries; Case Studies; Mixed Methods Research; Australia + Suchen Sie Ihr Suchwort? Institutionelle Forschung; Führungsstil; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerkooperation; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Ausland; Case study; Fallstudie; Case Study; Australien
Abstract	Distributed leadership has been explored internationally as a leadership model that will promote and advance excellence in learning and teaching in higher education. This paper presents an assessment of how effectively distributed leadership was enabled at five Australian institutions implementing a collaborative teaching quality development scheme called the Peer Assisted Teaching Scheme. The Scheme brings together expertise from teams of academics, coordinators, and institutional learning and teaching portfolio holders to the shared goal of enhancing learning and teaching quality. A distributed leadership benchmarking tool was used to assess the Scheme's effectiveness, and we found that (i) the Scheme is highly consistent with the distributed leadership benchmarks, and that (ii) the benchmarking tool is easily used in assessing the alignment (or otherwise) of teaching and learning quality initiatives with distributed leadership benchmarks. This paper will be of interest to those seeking to assess implementations of distributed leadership to improve teaching quality and leadership capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01