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Implementing and Investigating Distributed Leadership in a National University Network--SaMnet

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Title: Implementing and Investigating Distributed Leadership in a National University Network--SaMnet
Language: English
Authors: Sharma, Manjula D., Rifkin, Will, Tzioumis, Vicky, Hill, Matthew, Johnson, Elizabeth, Varsavsky, Cristina, Jones, Susan, Beames, Stephanie, Crampton, Andrea, Zadnik, Marjan, Pyke, Simon
Source: Journal of Higher Education Policy and Management. 2017 39(2):169-182.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Teacher Associations, College Faculty, Participative Decision Making, Transformational Leadership, Leadership Effectiveness, Leadership Styles, Institutional Research, Focus Groups, Mixed Methods Research, Teacher Surveys, Communities of Practice, Science Teachers, Mathematics Teachers, Social Networks, Leadership Training, Faculty Development, Experiential Learning, Learning Activities, Influences, Organizational Change, Organizational Culture, Interpersonal Relationship, Program Implementation
Geographic Terms: Australia
DOI: 10.1080/1360080X.2017.1276660
ISSN: 1360-080X
Abstract: The literature suggests that collaborative approaches to leadership, such as distributed leadership, are essential for supporting educational innovators in leading change in teaching in universities. This paper briefly describes the array of activities, processes and resources to support distributed leadership in the implementation of a network, the Science and Mathematics Network of Australian University Educators--SaMnet. The research study investigated participating educational innovators' experiences of distributed leadership using a mixed method approach after 2 years of immersion in SaMnet. Fifty innovators from 100 were surveyed and data analysed to obtain influences of the teams, the institution and SaMnet. Focus groups were used to extract rich descriptions of the experiences of the innovators. The study suggests that distributed leadership as the approach underpinning SaMnet cultivated leadership helping to complement team and institutional influences in a measurable way and to support educational innovators in leading change in university science and mathematics teaching.
Abstractor: As Provided
Number of References: 39
Entry Date: 2017
Accession Number: EJ1129346
Database: ERIC
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  Value: <anid>AN0121166325;0v101apr.17;2019Feb06.14:51;v2.2.500</anid> <title id="AN0121166325-1">Implementing and investigating distributed leadership in a national university network – SaMnet. </title> <p>The literature suggests that collaborative approaches to leadership, such as distributed leadership, are essential for supporting educational innovators in leading change in teaching in universities. This paper briefly describes the array of activities, processes and resources to support distributed leadership in the implementation of a network, the Science and Mathematics Network of Australian University Educators – SaMnet. The research study investigated participating educational innovators' experiences of distributed leadership using a mixed method approach after 2 years of immersion in SaMnet. Fifty innovators from 100 were surveyed and data analysed to obtain influences of the teams, the institution and SaMnet. Focus groups were used to extract rich descriptions of the experiences of the innovators. The study suggests that distributed leadership as the approach underpinning SaMnet cultivated leadership helping to complement team and institutional influences in a measurable way and to support educational innovators in leading change in university science and mathematics teaching.</p> <p>Keywords: Collaborative approaches to leadership; communities of practice; distributed leadership; networks for building capacity; science and mathematics education</p> <hd id="AN0121166325-2">Introduction</hd> <p>Over several decades, significant evidence has been gathered to clearly demonstrate the effectiveness of some innovative teaching methods in university science and mathematics education. Furthermore, the collection of innovative teaching methods referred to as 'active learning' has been successfully adapted and implemented in different contexts (see, e.g., Deslauriers, Schelew, and Wieman, [<reflink idref="bib9" id="ref1">9</reflink>]; Foote, Knaub, Henderson, Dancy, and Beichner, [<reflink idref="bib11" id="ref2">11</reflink>]; Hake, [<reflink idref="bib15" id="ref3">15</reflink>]; Sharma and Georgiou, [<reflink idref="bib31" id="ref4">31</reflink>]; Sharma et al., [<reflink idref="bib32" id="ref5">32</reflink>]). However, the uptake of such evidence-based and robust teaching strategies has been rather sporadic (Fairweather, [<reflink idref="bib10" id="ref6">10</reflink>]; Henderson, Beach, & Finkelstein, [<reflink idref="bib18" id="ref7">18</reflink>]), giving rise to calls such as the following by Clarissa Dirks, Co-chair, US National Academies of Scientific Teaching Alliance quoted in <emph>Nature</emph> (Waldrop, [<reflink idref="bib36" id="ref8">36</reflink>], p. 272): 'At this point, it is unethical to teach any other way'. The call is to hasten the uptake of robust and effective teaching methods.</p> <p>Questions such as the following arise: How can change be led and supported? How can innovative teaching thrive and be sustained? How can educational innovators be supported in leading change? According to Bolden, Jones, Davis and Gentle ([<reflink idref="bib1" id="ref9">1</reflink>]), leading change in the university context is predicated by an appeal to 'collegiality, citizenship, and community'. Such collaborative approaches to leadership, they state, can help to overcome differences and provide gradual pathways smoothing the change process.</p> <p>In this context, the authors of this paper pursued adaptation and implementation of distributed leadership as described by Jones, Applebee, Harvey and Lefoe ([<reflink idref="bib20" id="ref10">20</reflink>]) in Australian university science teaching. This effort is 'located' within a strategy that consolidated a national network, the Science and Mathematics Network of Australian University Educators – SaMnet. The paper briefly describes the array of activities, processes and resources to develop and support distributed leadership amongst SaMnet educational innovators. As the cultivation of distributed leadership through SaMnet unfolded, the curiosity to probe the innovators' experiences of distributed leadership arose. This effort meant sourcing instruments, methods and an overall approach to investigating the educational innovators experiences. A literature search revealed no single, widely accepted tool. Upon further probing, the Action Self Enabling Reflective Tool (ASERT) by Jones, Lefoe, Harvey and Ryland ([<reflink idref="bib21" id="ref11">21</reflink>]) offered a viable option. The research component of this study used the ASERT in survey form complemented by focus groups using a mixed methods approach to investigate the innovators' experiences of distributed leadership.</p> <p>The research process has been conceptualised using the framework described by Crotty ([<reflink idref="bib8" id="ref12">8</reflink>]). The authors are participant observers embedded in the culture of the sciences, constructing meanings from engagement with educational innovation and leadership, reflecting constructivist epistemology (Jaffe & Miller, [<reflink idref="bib19" id="ref13">19</reflink>]). The theoretical perspective of the study is postpositivism (Clark, [<reflink idref="bib5" id="ref14">5</reflink>]). Insights are gained through experiences of the development of distributed leadership located in SaMnet using a mixed methods approach.</p> <hd id="AN0121166325-3">The dimensions of distributed leadership located in SaMnet</hd> <p>A complete description of the collaborative approaches to leadership through both individual and collective influence as vehicles of change is described in Sharma, Rifkin, Johnson, Tzioumis and Hill ([<reflink idref="bib34" id="ref15">34</reflink>]) and Rifkin, Sharma, Crampton, Yates, Matthews, Beames, Varsavsky, Johnson, Jones, Zadnik and Pyke ([<reflink idref="bib29" id="ref16">29</reflink>]). Here, we explain how SaMnet adopted and adapted distributed leadership, the essence of which is captured in Table 1.</p> <p>Table 1. The array of activities, processes and resources encouraging distributed leadership within SaMnet.</p> <p> <ephtml> <table><thead><tr><td>SaMnet activity</td><td>How does the activity/process support distributed leadership?</td></tr></thead><tbody><tr><td><bold><italic>Action-Learning Projects</italic></bold> being carried out by the 23 teams engaging locally with teaching and learning and with the scholarship of teaching and learning</td><td>In carrying out the Action-Learning Projects, the SaMnet educational innovators had an opportunity to practice what they were learning, skills they were developing and use the distributed leadership resources made available through SaMnet. The Action-Learning Projects framed what was being shared and communicated within SaMnet, as well as with critical friends. The Action-Learning Projects was a mechanism for working within their own team and with others in the institution</td></tr><tr><td><bold><italic>Networking</italic></bold> supported by newsletters, communications and a website <bold><italic>Critical friends</italic></bold> supporting and steering change by connecting with teams in their state</td><td>The newsletter has specific sections on leadership and resources/readings on internal and external drivers pertinent at the time, giving meaning to the dimension, 'context' of distributed leadership. Excerpts on how academics and academia operates were strategically inserted. Letters were sent to Heads of Units and Deans regarding the innovators and their Action-Learning Projects to illustrate 'managing upwards' and maintaining visibility. Critical friends met with their Action-Learning Projects team and invited discussions on challenges, hurdles; sharing their own experiences and providing advice and feedback on how to operate within academia, giving meaning to the dimension, 'academic culture' of distributed leadership</td></tr><tr><td><bold><italic>Leadership development</italic></bold> through paced workshops discussing organisational change and distributed leadership <bold><italic>Communities of practice</italic></bold> around academic standards, inquiry and learning in labs and educational technologies</td><td>Twice each year, in each capital city, the innovators would spend a whole day workshoping, sharing the 'what and how' of the aspects of leadership they had trialed in advancing their Action-Learning Projects and discuss and obtain feedback on what they would try next. New resources on leadership and change was also presented. A leader was invited to join the innovators for lunch and share their experiences. These activities and resources gave meaning to the dimension; 'change and development' of distributed leadership. Scholarship of teaching and learning and career development were also featured. In between, national SKYPE meetings were set-up around CoP on groupings of Action-Learning Projects to continue discussions focusing on relationships and understanding change. The innovators were organised by SaMnet to gather for a meal at disciplinary conferences and continue discussions. These activites and resources gave meaning to the dimension, 'relationship collaboration' of distributed leadership</td></tr></tbody></table> </ephtml> </p> <p>2 CoP: Communities of Practice.</p> <p>The distributed leadership defined by Jones et al. ([<reflink idref="bib21" id="ref17">21</reflink>]) builds on the model of distributed leadership proposed by Woods, Bennett, Harvey and Wise ([<reflink idref="bib39" id="ref18">39</reflink>]), as well as a range of organisational theorists and educational leadership scholars, such as Gronn ([<reflink idref="bib14" id="ref19">14</reflink>]) and Harris ([<reflink idref="bib16" id="ref20">16</reflink>]). The framework consists of four dimensions: (<reflink idref="bib1" id="ref21">1</reflink>) context; (<reflink idref="bib2" id="ref22">2</reflink>) academic culture; (<reflink idref="bib3" id="ref23">3</reflink>) understanding change and (<reflink idref="bib4" id="ref24">4</reflink>) managing relationships, teamwork. By 'context', Jones et al. ([<reflink idref="bib21" id="ref25">21</reflink>]) are referring to the environment, which for them appears to range from government policy to departmental politics. For the second dimension, 'academic culture', they highlight the common appreciation of individual academic autonomy. 'Change and development', the third dimension, is seen as requiring a bottom-up approach where a need for change is broadly embraced in the target audience. Their fourth dimension, 'relationship collaboration', applies to managing relationships within teams and more broadly. This study has expanded that to a more general sense, given that efforts to create change will almost invariably lead to conflict, such as conflicting understandings of the 'right' way to teach or a conflict between adherents to new and old aims or methods for teaching including assessing. Table 1 captures the array of activities comprising distributed leadership within SaMnet, to be discussed below.</p> <hd id="AN0121166325-4">SaMnet Action-Learning Projects as the location for the dimensions of distributed leadership</hd> <p>In planning for development and support of distributed leadership within the SaMnet effort, it became evident that a mechanism for engaging educational innovators with the dynamics of change was necessary, a mechanism that would draw on their passion for teaching and learning. An action-learning approach from the corporate world (OECD, [<reflink idref="bib27" id="ref26">27</reflink>]), coupled with cycles of planning, acting, observing and reflecting (Kolb, [<reflink idref="bib23" id="ref27">23</reflink>]), was used to create Action-Learning Project which a team of four educational innovators worked collaboratively on. The SaMnet Action-Learning Projects' teams comprised a senior academic with experience of academic inertia, an academic developer with an understanding of institutional agendas, an associate dean with a clear understanding of school and department priorities and junior academics pursuing the implementation of innovative teaching and learning practices. The role and influence of the academic developers is explored in Matthews, Crampton, Hill, Johnson, Sharma and Varsavsky ([<reflink idref="bib25" id="ref28">25</reflink>]).</p> <p>This paper argues that using distributed leadership supported SaMnet educational innovators to lead change; hence, the primary data presented focus on pertinent experiences of the innovators. However, some insight into partipation and the change achieved by the educational innovators provides a backdrop for understanding the utility of distributed leadership within SaMnet. In terms of participation, for any individual activity (which sometimes occurred asynchronisiously), at least 20 of the 23 Action-Learning Projects' teams participated. Not every member of each Action-Learning Projects team participated in every activity, on average around 40 of the 100 SaMnet educational innovators participated in the activities. In terms of change achieved, 17 Action-Learning Projects teams reported that projects were successfully implemented at the departmental level, engaging colleagues beyond the Action-Learning Projects team members while 7 reported their projects being taken up by other faculties and/or at other universities. Over the 2-year period, cumulative, approximately 25,000 students and 380 staff were involved in Action-Learning Projects. Further detail can be found in Sharma et al. ([<reflink idref="bib34" id="ref29">34</reflink>]).</p> <hd id="AN0121166325-5">Utilising a network and critical friends for shared experiences of context and academic cultu...</hd> <p>Akin to SaMnet, Project Kaleidoscope PKAL ([<reflink idref="bib28" id="ref30">28</reflink>]) and the Centre for the Integration of Research, Teaching and Learning (CIRTL, [<reflink idref="bib4" id="ref31">4</reflink>]), both in USA, have a focus on utilising networking to increase educational innovators' understandings of internal and external drivers in higher education, the 'context' dimension of distributed leadership. A set of 'critical friends' (Swaffield & MacBeath, [<reflink idref="bib35" id="ref32">35</reflink>]) was intimately involved, guiding and supporting the Action-Learning Projects teams. The critical friends were academics who 'steered' SaMnet, had substantial experience with educational innovation projects and are the co-authors of this article. Each acted as a mentor, asking perceptive questions and providing guidance with a 'light hand' (see, e.g., Conole, Brown, Papaefthimiou, Alberts, & Howell, [<reflink idref="bib6" id="ref33">6</reflink>]; Costa & Kallick, [<reflink idref="bib7" id="ref34">7</reflink>]) focusing on 'academic culture' dimension.</p> <hd id="AN0121166325-6">Communities of Practice and leadership development for understanding change and managing rela...</hd> <p>The Action-Learning Projects were gathered within Communities of Practice (CoP) <emph>sensu</emph> Wenger ([<reflink idref="bib37" id="ref35">37</reflink>]) involving engaging in the scholarship of teaching and learning (Boyer, [<reflink idref="bib2" id="ref36">2</reflink>]; Sharma & McShane, [<reflink idref="bib33" id="ref37">33</reflink>]). Franken, Penney and Branson ([<reflink idref="bib12" id="ref38">12</reflink>]) draw on the CoP tradition in referring to affordances and collaborative knowledge-sharing contexts focusing on the 'relationship collaboration' dimension of distributed leadership. For a CoP to ultimately achieve positive outcomes, McDonald, Nagy, Star, Burch, Cox and Margetts ([<reflink idref="bib26" id="ref39">26</reflink>]) contend that development of political astuteness, the ability to identify strategies for engagement of stakeholders and advocacy are essential skills. Professional development workshops, drawn from the corporate literature (Bridges, [<reflink idref="bib3" id="ref40">3</reflink>]; Kotter, [<reflink idref="bib24" id="ref41">24</reflink>]; Rogers, [<reflink idref="bib30" id="ref42">30</reflink>]; Wilber, [<reflink idref="bib38" id="ref43">38</reflink>]) based on issues raised by McDonald et al. ([<reflink idref="bib26" id="ref44">26</reflink>]), were offered through the local CoPs. Thus, the innovators would pursue the 'change' dimension grounded in theory and empirical work (Fullan & Scott, [<reflink idref="bib13" id="ref45">13</reflink>]).</p> <hd id="AN0121166325-7">The innovators experiences of distributed leadership</hd> <p></p> <hd id="AN0121166325-8">Research methodology</hd> <p>The research component of this study investigates the experiences of distributed leadership amongst the SaMnet educational innovators using a mixed method approach (Clark, [<reflink idref="bib5" id="ref46">5</reflink>]; Jaffe & Miller, [<reflink idref="bib19" id="ref47">19</reflink>]; Crotty, [<reflink idref="bib8" id="ref48">8</reflink>]). The sample, procedure, instruments and analysis are outlined below.</p> <hd id="AN0121166325-9">The sample</hd> <p>SaMnet involved more than 100 academic staff through 23 Action-Learning Projects undertaken at 20 of the 38 Australian universities with science and mathematics departments. Convenience sampling based on availability was used to survey 50 educational innovators from 14 teams using the ASERT. Focus groups were held with the same 14 teams immediately after they had completed the ASERT.</p> <hd id="AN0121166325-10">Procedure</hd> <p>The educational innovators were immersed in and exposed to distributed leadership located within SaMnet over a 2-year period undertaking the array of activities and professional development discussed above. Towards the end of the 2 years, teams were requested to participate in a single 'reflective activity' with two components – (<reflink idref="bib1" id="ref49">1</reflink>) individually completing a survey and (<reflink idref="bib2" id="ref50">2</reflink>) as a team partaking in a focus group. The reflective activity was scheduled for 2 h. One of the researchers, an author, travelled to the Action-Learning Projects team to conduct the reflective activity. Of the authors, six were trained to conduct the reflective activity. The training included introduction to the ASERT, re-visiting distributed leadership and its dimensions, and re-iteration of SaMet's methods, operations and aspirations. Details, such as specific protocol, timings and probes to be used, were affirmed. The reflective activity was completed for those teams who could connect face-to-face with the researchers. Consequently, the sampling was based on mutual availability and mobility to conduct the 2-h, face-to-face, reflective activity.</p> <p>The survey was completed individually and collected prior to the focus group. Since the educational innovators had just completed the survey, the focus group was intentionally kick-started with ideas from the survey. The researcher took notes, either handwritten or on a laptop, as confidential material was often discussed. The survey data and focus group notes were sent back to the Action-Learning Projects team within a week, requesting confirmation that both were accurate. In most cases, minor amendments, if any, were made.</p> <hd id="AN0121166325-11">Instruments and analysis</hd> <p></p> <hd id="AN0121166325-12">Adaptation of the ASERT</hd> <p>It was necessary for the instrument used to facilitate exploration and investigation of the innovators' experiences of distributed leadership. That is, would their experiences be evident if the educational innovators and their Action-Learning Projects were not embedded within the structure provided by SaMnet? What was the influence of SaMnet on the educational innovators' experiences? What was the influence of the Action-Learning Projects team and how team members worked? What was the influence of the institutional systems on the experiences of the educational innovators? In other words, three influences on the educational innovators experiences of the four dimensions of distributed leadership were explored:</p> <p></p> <ulist> <item> the influence of the institution, i.e., the university, department, school and/or college, and how it operates;</item> <p></p> <item> the influence of the Action-Learning Projects team, the individuals within the team and how they sought to engage with these four dimensions;</item> <p></p> <item> the influence of SaMnet, through its activities, as described in Table 1.</item> </ulist> <p>The ASERT was utilised to probe each of the above influences for the four dimensions of distributed leadership. The ASERT has been partially trialled and tested through a national survey (<emph>n</emph> = 110) demonstrating that the tool does differentiate experiences (Harvey, pers. Comm., [<reflink idref="bib17" id="ref51">17</reflink>]). The set of questions within ASERT was refined, retaining the four dimensions – <emph>context, culture, change</emph> and <emph>relationships</emph>. The same set of questions covering the four dimensions was repeated in the survey to capture the contribution of each of the three influences, respectively, SaMnet, institution and Action-Learning Projects team. Respondents could indicate a YES or a NO. In some cases, respondents wrote MAYBE or a similar qualifier. This is an adaptation of the original rating provided by Jones et al. of beginning/developing, functional/proficient, accomplished/exemplary.</p> <p>The coding of data from the adaptation of the ASERT was developed by the researchers, and the decision was made that the coding would be simple since the instrument was intentionally not specific, seeking to capture broad features and trends. The location of distributed leadership within SaMnet over a 2-year period implies that responding with a YES or NO or indicating MAYBE captured general experiences based on reflection. The data were coded as 1 for a positive effect (yes), 0 for no effect (no), and 0.5 for appropriate qualifiers.</p> <p>An average score for each type of influence – institutional, Action-Learning Projects team or SaMnet – was obtained for each dimension. To capture the broad trends, and not be distracted by quantitative measures of dichotomous data, the averages were clustered into three categories to suggest a degree of influence. Arbitrary cut-offs were determined, with categories labelled:</p> <p></p> <ulist> <item> 'strong influence' covering averages of 0.60–1.0.</item> <p></p> <item> 'moderate influence' covering averages of 0.41–0.59</item> <p></p> <item> 'weak influence' meaning an average of less than 0.40.</item> </ulist> <p>A weak influence suggests that the Action-Learning Projects teams did not feel that they were provided with the level of support that they desired, while a strong influence suggests that they feel that they were supported.</p> <hd id="AN0121166325-13">The unstructured focus group</hd> <p>The focus group was free-form to capture the nuances of the experiences and educational innovators' stories of their journeys. Since the focus group followed the survey, the free-form responses elicited experiences comparing SaMnet, institutional and Action-Learning Projects team. The following questions were asked in the final 10 min to further probe experiences.</p> <hd id="AN0121166325-14">Q1:</hd> <p>Do the team members see themselves as leaders? Why is this so?</p> <hd id="AN0121166325-15">Q2:</hd> <p>Have the team members felt empowered to do their work with recognition from the institution or SaMnet?</p> <hd id="AN0121166325-16">Q3:</hd> <p>Has there been change or much reflection during the project? Has there been change in the institution as a result of the project?</p> <hd id="AN0121166325-17">Q4:</hd> <p>How often has the team collaborated on their work? What is the preferred means of communication?</p> <p>For each focus group, one researcher extracted chunks representing a rich description of a complete experience, some of these are provided as quotes later in the paper. The researcher attempted to place each chunk into one of the dimensions of distributed leadership. During this process, it was found that descriptions of experiences of exercising academic freedom (culture), within the bounds of internal structures (change), were intimately related. Another researcher reached the same conclusion. Consequently, these two dimensions were combined. After the first researcher had sorted experiences from all the focus groups, another researcher validated the categorisations. For a few chunks, the researchers had a discussion considering the entire focus group discussion before categorising the chunk. From the perspective of a mixed methods approach, the study benefits from both surveys and focus groups as complementary data sources. The analyses of the two are set up to assist in interpretation and making sense of the innovators' experiences of distributed leadership located in SaMnet.</p> <hd id="AN0121166325-18">Results – SaMnet, institutional and action learning projects team influences</hd> <p>Table 2 shows the degrees of influence of the institutional, Action-Learning Projects team and SaMnet on the educational innovators' experiences of distributed leadership located in SaMnet.</p> <p>Table 2. Summary of the degree of influence of SaMnet, institution and Action-Learning Projects team on the 4 dimensions of distributed leadership (averaged over 14 teams).</p> <p> <ephtml> <table><thead><tr><td>The influences</td><td><italic>Context</italic></td><td><italic>Culture</italic></td><td><italic>Change</italic></td><td><italic>Relationships</italic></td></tr></thead><tbody><tr><td>SaMnet</td><td>Strong</td><td>Strong</td><td>Weak</td><td>Moderate</td></tr><tr><td>Institutional</td><td>Weak</td><td>Weak</td><td>Moderate</td><td>Moderate</td></tr><tr><td>Action Learning Projects team</td><td>Strong</td><td>Strong</td><td>Strong</td><td>Weak</td></tr></tbody></table> </ephtml> </p> <p>We note that SaMnet, an external influence, reinforced the strong positive effect at the level of the team (e.g., peer support within the team). It did so with respect to the dimensions of <emph>context</emph> and <emph>culture</emph>, but not so much in relation to <emph>change</emph>, and only moderately in terms of <emph>relationships</emph>. Institutional influences were consistently weak or moderate across the four dimensions. Action-Learning Projects team influences seem to be strong, except – interestingly – in the area of <emph>relationships</emph>. To understand the interplay between the three influences, we discuss each dimension in turn below and present supporting quotes in the next section. In the discussion below, 'SaMnet' refers to 'distributed leadership located in SaMnet'.</p> <hd id="AN0121166325-19">Context</hd> <p>SaMnet used processes that created awareness of the <emph>context</emph> for learning and teaching through a team structure which included positional leaders and academic developers – individuals with a heightened awareness of institutional and external agendas. Networking activities and resources (see Table 1) exposed Action-Learning Projects teams to discussions on how and in what way universities, faculties and curricula need to reflect and respond to internal and external drivers – recognising that these drivers are dynamic and multifaceted. SaMnet provided professional development that prompted educational innovators to engage in a systematic way with internal and external drivers (like national standards and benchmarking) while at the same time working on issues relevant to their local project, such as the retention of students in the second year of university study, where significant numbers had been reported to be departing. To the extent that these opportunities to link local and national concerns in a systematic way that is integrated with one's daily work, SaMnet was successful in making a contribution to creating a positive influence for the dimension, <emph>context</emph>.</p> <hd id="AN0121166325-20">Culture</hd> <p>Disciplinary research can occur relatively autonomously within the environment of academic freedom prevalent in universities. In contrast, teaching and learning practices and research are often more constrained by competing priorities and an array of deadlines. This could explain the weak contribution to <emph>culture</emph> recorded for institutional influences. One can argue that the support provided by SaMnet was particularly important in this dimension. In terms of <emph>culture</emph>, SaMnet provided a resource through the interactions with critical friends, who could reinforce the value of the Action-Learning Projects team's work and contribute strategies and career advice. Connecting the team with a critical friend, who could draw on their own experiences to discuss challenges and opportunities faced by the Action-Learning Projects teams, was particularly pertinent. Strategies and processes to manage academic freedom, and to cater to varied stakeholders, were discussed. The question of how to achieve change in others' teaching – influencing leaders and gaining the support of colleagues – was explored repeatedly and with intensity through face-to-face and online workshops. In these areas, SaMnet fulfilled a role not offered by institutions.</p> <hd id="AN0121166325-21">Change</hd> <p>The professional development opportunities in 'Leadership' (Table 1) situated Action-Learning Projects team endeavours in corporate models of change and leadership with discussions extending beyond one's own students to strategies to engage colleagues reluctant to change. SaMnet's influence in this dimension was weak. This result is not surprising as this dimension is more concerned with internal institutional structures, as borne out by the data. Stronger influences appear to have been the level of transparency in institutional process for creating <emph>change</emph>, e.g., do the Action Learning Projects members know which committees or which individuals in their school are pivotal? The local influences of Action-Learning Projects team and institution appear more important, as they were both positive for this dimension.</p> <hd id="AN0121166325-22">Relationships</hd> <p>SaMnet provided resources in the form of time and space for teams to connect through 'CoP', see Table 1. Publications in the area of SoTL emerged as a key goal to be achieved through collaboration and networking, with an outgrowth of achievement in this area being career enhancement. In this effort, our evidence suggests that the role of the academic developer/educational technologist helped the SaMnet educational innovators to crystalise the importance of this <emph>relationships</emph> dimension, as the academic developer often added a skill set, for example, knowledge of the literature on university teaching and learning. Also important was processes in the form of a team structure that ensured that each person had a role and made a worthwhile contribution. The teams and individuals, however, noted that due to competing pressures, they were on average not investing enough time and energy in <emph>relationships</emph>.</p> <p>Overall, this analysis suggests that the development and support of distributed leadership located within SaMnet was effective in three areas: in complementing Action-Learning Projects team influences in the dimensions of <emph>context</emph> and <emph>culture</emph> and in providing a moderate influence in the <emph>relationships</emph> dimensions.</p> <p>The investigation of distributed leadership located within SaMnet collected via our adapted ASERT suggests trends in what were perceived to be important in supporting educational innovators. The experiences for individuals and Action-Learning Projects teams are represented below in quotes garnered from focus groups.</p> <hd id="AN0121166325-23">The voices of the educational innovators</hd> <p>The following quotes from focus groups are rich descriptions illustrating educational innovators insights and capabilities in leadership, capturing SaMnet's, institutional and Action-Learning Projects team influences on the dimensions of distributed leadership.</p> <hd id="AN0121166325-24">Context</hd> <p>From exposure to activities focusing on the context dimension of distributed leadership, the innovators displayed understandings of advocacy and on aligning their efforts with institutional and external agendas. That is demonstrated by comments from academics who, as being part of the process employed in SaMnet, see their project as having impact that will extend beyond their own students.</p> <p>I am confident that over the next 5 years, this project and the broader collaborative team will impart change in the Australian Higher Education sector around the student lifecycle and the issues around 2<sups>nd</sups> and later year transitions. We have seen it in the USA (and now the UK) ... Persistence is the key! (QLD/NT2 Academic Developer)</p> <p>The project has had an impact on student engagement and performance in the course in which it is embedded. The results of the project have been presented at a faculty and institutional level and have generated significant interest and are under consideration for application in faculties other than Health. (QLD/NT3 Junior Academic)</p> <hd id="AN0121166325-25">Culture and change</hd> <p>The educational innovators found it daunting to invest in seeking <emph>change</emph> in institutions where structures are not transparent. The quotes below provide insights on the influence exerted by SaMnet on the visibility of their projects.</p> <p>The team believes that they are recognised more for their achievements from outside their institution rather than within. The continual need to advocate goes against the grain of academic enterprise and is draining. It appears that the institutions do not give any thought to work which is necessary for improving teaching and learning. (NSW/ACT2 Senior Academic)</p> <p>SaMnet has allowed the team to see ourselves as leaders. We have been able to collectively develop a project that has had impact at multiple levels within the institution. Change is a slow process but after two years there is beginning to be evidence of awareness and perception that is helping contribute to culture change. (WA/SA2 Academic Developer)</p> <p>SaMnet's probes to our Dean kept our investments in teaching and learning on the Dean's radar during the restructure process.... SaMnet has influenced our Dean to recognise teaching and learning in a positive way. There was this external entity saying, 'here is this person doing good work' and it kept saying it ... We have benefitted from the visibility provided by participating in SaMnet. (WA/SA5 Junior Academic)</p> <p> <emph>Relationships</emph> – the plea of one academic captures a lament (first quote below) that was heard often. However, the lament changed for those in such circumstances who did somehow make the time to engage with SaMnet. The engagement with SaMnet and the support of critical friends were portrayed as inspirational (last two quotes).</p> <p>SaMnet has not done anything for me. This is probably because I could not engage in a critical number of workshops to enable a difference ... meetings occur at the expense of activities like SaMnet ... I would really value getting the time to engage my colleagues with innovative pedagogy. The opportunity is there, but the time is not. (NSW/ACT6 Senior Academic)</p> <p>SaMnet legitimises what we do. We have an idea, SaMnet gives it credibility and the idea becomes valuable and doable. With SaMnet backing, we feel more confident and knowing it is going to be a paper means that it is more systematic, reflective and hence strategic. The hidden worth surfaces for student learning, our careers and for the institution. (VIC1 Senior Academic)</p> <p>My mentor was instrumental in connecting me with others who had worked in similar areas and this was particularly helpful in establishing the project. (VIC2 Junior Academic)</p> <p>These quotes illustrate the successes, insights and frustrations of individual academics, which augment the survey data. They suggest individual capacity to lead, collaborative approaches to leadership, and perhaps a refined ability to reflect on leadership and its challenges.</p> <hd id="AN0121166325-26">Discussion and conclusion</hd> <p>Calls by recent research (Koedinger, Booth, & Klahr, [<reflink idref="bib22" id="ref52">22</reflink>]; Dirks in Waldrop, [<reflink idref="bib36" id="ref53">36</reflink>]) emphasise the need for going beyond innovation to enhancing uptake of effective innovations. Wider use of more effective teaching practices requires changing professional practices (Fullan & Scott, [<reflink idref="bib13" id="ref54">13</reflink>]) and collaborative approaches, such as ones involving the four dimensions of distributed leadership. This study provides an example of how a carefully crafted change effort can be a powerful and effective vehicle for driving systemic change in teaching and learning in universities.</p> <p>This study developed and supported distributed leadership located within SaMnet by engaging in leadership development of more than 100 academic staff. Evidence suggests that a majority now demonstrate an understanding and capability to influence professional practices within departments and institutions. Elements of this effort were depicted in Table 1 – a multifaceted approach addressing several levels within institutions and a nationally networked initiative (e.g., workshops, ad hoc meetings, teleconferences). This approach enabled a sharing of practices, reflective conversations and development of strategies to implement change.</p> <p>One question is whether a single institution can foster distributed leadership by setting up structures like SaMnet internally, with the objective of supporting internal educational innovators. Feedback from the innovators suggests possibly not. The external validation provided by SaMnet was clearly highly valued, and it is hard to see how that external validation can readily be provided within a single institution, unless the university administration is accepted as a credible 'external' validator.</p> <p>The methods and outcomes, developed for this project, suggest approaches to investigating distributed leadership in academic settings. The multiple methods employed suggest that any investigation of distributed leadership needs to draw on a range of data and analyses.</p> <p>The conclusion is that the distributed leadership approach underpinning the design and implementation of SaMnet shows promise for large-scale changes. That suggests that one can indeed have faith in an investment in a science/mathematics network with the intention of developing and supporting distributed leadership, like SaMnet or PKAL or CIRTL. This case – of SaMnet – suggests that these strategies, when aligned with theoretical and empirical work on collaborative approaches to leadership through distributed leadership, can help institutions and the sector to improve university science and mathematics teaching by embedding effective innovations.</p> <hd id="AN0121166325-27">Acknowledgements</hd> <p>The authors are grateful for funding from the Australian Government Office for Learning and Teaching, through a grant originally awarded by its predecessor, the Australian Learning and Teaching Council (ALTC-LE11-1967). The active participation of 'SaMnet Scholars', institutional colleagues and the broader academic community, including national disciplinary networks, is acknowledged. Ongoing support from the Australian Council of Deans of Science is allowing SaMnet to continue its work.</p> <hd id="AN0121166325-28">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0121166325-29"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref9" type="bt">1</bibl> <bibtext> The underlying research materials for this article can be accessed at <ulink href="http://www.olt.gov.au/resource-library,">http://www.olt.gov.au/resource-library,</ulink> The Australian Government Office for Learning and teaching website.</bibtext> </blist> </ref> <ref id="AN0121166325-30"> <title> References </title> <blist> <bibtext> Bolden, R., Jones, S., Davis, H., & Gentle, P. (2015).Developing and sustaining shared leadership in higher education. Project Report. London: Leadership Foundation for Higher Education. 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  Data: Implementing and Investigating Distributed Leadership in a National University Network--SaMnet
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  Data: The literature suggests that collaborative approaches to leadership, such as distributed leadership, are essential for supporting educational innovators in leading change in teaching in universities. This paper briefly describes the array of activities, processes and resources to support distributed leadership in the implementation of a network, the Science and Mathematics Network of Australian University Educators--SaMnet. The research study investigated participating educational innovators' experiences of distributed leadership using a mixed method approach after 2 years of immersion in SaMnet. Fifty innovators from 100 were surveyed and data analysed to obtain influences of the teams, the institution and SaMnet. Focus groups were used to extract rich descriptions of the experiences of the innovators. The study suggests that distributed leadership as the approach underpinning SaMnet cultivated leadership helping to complement team and institutional influences in a measurable way and to support educational innovators in leading change in university science and mathematics teaching.
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  Data: As Provided
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  Data: 39
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  Data: 2017
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  Label: Accession Number
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  Data: EJ1129346
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1129346
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1360080X.2017.1276660
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 169
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Associations
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Participative Decision Making
        Type: general
      – SubjectFull: Transformational Leadership
        Type: general
      – SubjectFull: Leadership Effectiveness
        Type: general
      – SubjectFull: Leadership Styles
        Type: general
      – SubjectFull: Institutional Research
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Social Networks
        Type: general
      – SubjectFull: Leadership Training
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Organizational Change
        Type: general
      – SubjectFull: Organizational Culture
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Implementing and Investigating Distributed Leadership in a National University Network--SaMnet
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Sharma, Manjula D.
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            NameFull: Rifkin, Will
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            NameFull: Tzioumis, Vicky
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            NameFull: Hill, Matthew
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            NameFull: Pyke, Simon
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-print
              Value: 1360-080X
          Numbering:
            – Type: volume
              Value: 39
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Higher Education Policy and Management
              Type: main
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