Queensland University of Technology (QUT) adopted a flexible delivery policy in 1996. The main objective of the policy was to develop a more student‐centred approach to teaching and learning, since QUTs student population is predominantly part‐time, ‘mature age’, already in employment, and very diverse in cultural and academic background For many staff, the policy was threatening: staff were uncertain where they might begin to adapt their traditional face‐to‐face teaching approaches to overcome the limitations associated with time and place, and they were fearful that their teaching role and academic expertise might be superseded by a technological alternative. They lacked confidence to incorporate appropriate and relevant technologies in an innovative and effective way to support student learning objectives. This paper focuses on the implementation of QUTs policy. It highlights the role of a central services department, Teaching and Learning Support Services (TALSS), in providing training and fostering cultural change across the university. The implementation was guided by a model of flexible education and a set of principles underpinning a ‘whole of organization approach to flexible delivery. Strategies for supporting innovators, sharing experience across disciplines, co‐ordinating and focusing the support of educational developers, and embedding staff development processes are outlined The success and limitations of the organizational change strategy are summarized as ‘lessons learned’ to inform ongoing institutional policy and procedures
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.