Focusing the kaleidoscope: Investigating the newly formed role of “Academic Lead” at a research-led University

This paper reports on a Leadership Foundation funded research project exploring the ways in which one UK institution has implemented a new ‘distributed’ leadership model. Crucially, the project examines the impact of the model on both those who are leaders and those being led. The report is organised over seven sections. First, we provide the rationale for the study. Second, we give contextual background to the model being examined. Third, we outline the research project’s key aims and research questions. Next, we outline the theoretical framework that guided the study. Then, we describe the study’s methods, present the findings and, in the final section, highlight a range of questions which have arisen from our research for the case study institution to consider

A Connected Curriculum for Higher Education

Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement

A Connected Curriculum for Higher Education

Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement

Rewarding educators and education leaders in research-intensive universities

The reward and recognition of staff focused on learning and teaching is an issue that affects all types of higher education institutions. Research-intensive institutions, for example, have always been conscious of the balance between research and teaching, particularly in relation to funding streams and the REF, but have ensured that their students receive the excellent teaching that they deserve. One indication of this is the increasing number of HEA Fellows at such institutions. At a time of growing emphasis on the importance of high quality student education, the HEA’s research into career structures and prospects - which includes Rebalancing promotion in the HE sector: Is teaching excellence being rewarded by Annette Cashmore et al, and Shifting landscapes: Meeting the staff development needs of the changing academic workforce by William Locke et al – can help to inform policy and practice. The HEA will continue to commission high quality research - from across the sector - to address key issues in this area. The research offered below by Dilly Fung et al focuses solely on the Russell Group – which it is acknowledged comprises only a small section of the UK’s research-intensive institutions - and examines the challenges at those particular institutions. It is hoped that some of the findings, analysis and recommendations might be applicable more broadly, however, in the UK and elsewhere

Focusing the kaleidoscope: exploring distributed leadership in an English university

In the UK and elsewhere, the idea of ‘distributing leadership’ in universities is becoming more popular. Yet, there is surprisingly little research on this topic. This paper reports on a funded study which explored how one institution had implemented a newly conceived ‘distributed’ leadership model, specifically to investigate the impact of the model on the academics who had taken on the new leadership positions within the university. The study adopted an exploratory, sequential mixed methods design with in-depth interviews (n=30) being undertaken first, followed by an online survey (n=177). The findings suggest that the challenge of ‘distributed leadership’ in universities is complex on a number of levels: the plurality of the institutional mission; the diversity of possible leadership/management roles; the challenge of effective communication; and the effects of traditional academic values and identities, which may support but may also be antithetical to the strategic direction of the institution

Student satisfaction in the age of consumer driven higher education

The global Higher Education sector (HE) is undergoing a metamorphosis. No longer is HE the sole preserve of the privileged few but rather it is now accessible for the masses. The result of such an expansionist philosophy is here and today’s undergraduate students can expect to study at a university that is unrecognisable to higher education establishments of a few decades ago. This is not a one-sided affair and academic staff i.e.,the professoriate who encounter the results of such expansionism on a daily basis are also faced with a vastly complex working environment(see e.g., Knight & Senior, 2017).Phrases such as internationalisation, employability, work-based learning as well as the almost ephemeral notion of student satisfaction,among many other things,regular assail the collective consciousness of academic staff around the world. Yet despite such complexity a new model is emerging and this is one firmly embedded within consumer psychology and it firmly places the student as a customer. Here we highlight some negative issues that may arise when HE embraces consumerism. We also discuss a potential solution that may not only ameliorate these issues but actually facilitate excellence in the student learning journeys.Higher education can meet this vast array of modern day concepts face-to-face and still ensure that it serves its core mission and that is to provide students with a higher understanding of various conceptual issues