New models for learning flexibility: negotiated choices for both academics and students

‘Flexible learning’ represents a need associated with ‘lifelong learning’ and the equipping of graduates to actively engage in a ‘knowledge society’. While the precise meaning of each of these terms is not easy to discern, notions of flexible learning have progressed an evolutionary path that concentrates on students as though they are the only stakeholder group in the higher education environment that would benefit from choice. Academic discourse also presumes that all cultural groups making up the increasingly diverse student population aspire to engage in student-centred learning as a precursor to involvement in a knowledge economy. In this environment academics have been encouraged to embrace on-line teaching and promote a more student-centred learning approach when the natural inclination and talent of many academics may make this style of pedagogy so challenging that learning outcomes are compromised. We question this ‘one size fits all’ mentality and suggest a model that empowers both the students and academics by allowing them the ability to choose the approach that suits their educational philosophy and preferred learning/teaching approach. The model represents an innovation in flexibility that recognises initial embedded learning foundation abilities and reaches both teachers and learners by utilizing their own frames of reference

Communities of practice in Academe (CoP-iA) : understanding academic work practices to enable knowledge building capacities in corporate universities

A form of voluntary workplace engagement, communities of practice are characterised in literature as providing entities with the potential to harness the multiplier effects of collaborative processes by building on informal networks within entities. As knowledge building and sharing institutions it would be reasonable to presume that communities of practice activities have been embraced to facilitate a level of connectedness and engagement in a university context. However, evidence from the Australian higher education environment suggests that the enlistment of communities of practice processes by universities faces a number of challenges that are peculiar to academe. We suggest that academic knowledge work practices are significantly different from the business/industry related applications of communities of practice and that an understanding of the unique aspects of such practices, together with the impediments posed by a \u27corporate university\u27 model, require acknowledgment before the knowledge building and sharing aspects of communities of practice activities in academia can emerge.<br /

Identifying, building and sustaining leadership capacity for communities of practice in higher education

Executive summary The Leadership project LE10-1734, ‘Identifying, building and sustaining leadership capacity for communities of practice in higher education’, used an iterative, reflective, action learning approach to identify and address the leadership needs and challenges for those facilitating learning and teaching communities of practice (CoPs). CoPs are increasingly established in higher education to provide opportunities for staff to form a peer learning community and to allocate dedicated time to build knowledge of learning and teaching and to share their practice, ultimately leading to improvement and innovation. An analysis of the academic literature identified confusion around the understanding of CoPs, a dearth of literature specifically on higher education, and a gap regarding the leadership role within CoPs. The leadership role within CoPs can be challenging as the CoP may have an uneasy fit within the context of higher education institutions. Often CoPs are not aligned with formal structures, and the leadership role/s within CoPs can differ significantly from those of the familiar ‘corporate’ roles of committee chair, department head or unit/course leader. Often CoP members will be from different disciplines and may include both professional and academic staff. The dynamics of collaboration within such diversity will require significant leadership skill to manage personalities and power dynamics, cultivate a supportive receptive context and provide outcomes useful for both members and institutions. Thus, for this project, the ‘leadership’ role in the CoP is designated the ‘facilitator.’ The project team’s action research methodology is detailed in Chapter 2 of this report. Data to inform a leadership needs analysis were obtained through a literature review, a broad quantitative survey of the higher education sector, as well as from in-depth qualitative investigation with key informants. The triangulation of these sources, plus input from the reference group and evaluator, provided a deep understanding of the leadership needs and challenges for those facilitating learning and teaching CoPs in higher education. Data identified most CoPs are situated within university faculties among practitioners and are, therefore, close to where student learning takes place. In evaluating how best to support and develop capability for facilitators of CoPs in the Australian context, the project team concluded that “[r]esearch … indicates that there is no one definitive set of ‘traits’ or ‘behaviours’ that characterises leaders” and there are many diverse types of successful leader with a range of qualities, skills and attributes (Jameson 2008, p. 9). Therefore, the project’s methodology highlighted a need to engage strongly with the target end users to identify their needs; this featured throughout the project. To facilitate this approach, early, continuous engagement with a stakeholder network of individuals in Australia and overseas known to facilitate or be interested in facilitating CoPs, ensured strong involvement in the project by stakeholders. Additionally, the project team developed linkages with a number of groups working in the same area overseas and with other OLT projects in Australia. Through the stakeholder network, and other interested groups, a targeted survey and in-depth interviews informed a needs analysis for CoP facilitators in the sector, which led into development of resources from the project. These resources were derived after a comprehensive literature review, survey and interviews, as depicted in Figure 2 below, as well as engagement with the stakeholder network. A rich set of Australian, higher education-specific resources designed explicitly for those who facilitate higher education communities of practice is the key outcome of the project. Based on feedback from the project survey, interviews and the stakeholder network, the resources were developed as a ’just in time, just for me‘ integrated online package aimed at disciplinary academics who were found to be the key facilitators of CoPs in the Australian setting. The resources are framed and constructed around the development phases through which CoPs typically move, as shown in Figure 3 below. Figure 2: Identifying CoP leadership needs for development and capacity building: A triangulated/iterative approach Figure 3: Phases of Communities of Practice The introductory explanations to the resources note that the need for particular skills may be more pronounced in some phases of the CoP than others and, also, that each facilitator has a separate development journey, and, thus, completes a self-audit to assess their development needs. For each phase of CoP development, there are key leadership skills, capabilities or competencies that are needed to contribute to successful leadership by the facilitator. The resources, therefore, cover a range of skills, capabilities and competencies, in each phase of CoP development. Each individual resource is constructed to be short and sharp and to stand alone, but sits within the overall framework outlined above. These resources have been tested and reviewed with target academics at Australian-based conferences and workshops and are available for free distribution via the project website . The independent evaluation of the project highlighted that the project team displayed significant strengths including a tight project design, joint leadership, a strong approach to working together that worked with the team’s strengths and the continuous engagement model through the stakeholder network. The evaluator concludes that these strengths ensured the project stayed on time and on budget to produce excellent outcomes. In particular, the project demonstrated clear value through the identification of and engagement with end users, its articulation of the strengths and use of the CoP approach in higher education, and ultimately, through its contribution to the development of CoP facilitators.

Leading at the Coal-face: The World as Experienced by Subject Coordinators in Australian Higher Education

This article is based on nationally funded research into the role, capabilities, challenges and professional development needs of subject coordinators in Australian higher education. The second of three data collection phases involved a multi-institutional survey of staff in the role of subject coordinator with the aim of understanding the role through the experiences of those who undertake it. In particular the conceptualization of this lowest level in academe as one of ‘leadership’, and as being the first rung on the academic leadership ladder, formed the underpinning logic for data collection. Results allow for a contemporary picture of leadership responsibilities to be drawn and also highlights some of the challenges which confront staff in this role. The vast majority of staff consider themselves as demonstrating leadership, although they have varying views about how others higher in the management hierarchy understand and appreciate their role. Most see themselves as performing effectively with the key challenges they face highlighted in the article. Outcomes suggest the need to undertake substantial capacity building of leadership for new and incumbent subject coordinators in response to the ever-changing nature of the higher education environment

Identifying and building the leadership capacity of community of practice facilitators

The authors report on an Australian project that conducted a sector-wide needs analysis and qualitative interviews to identify community of practice (CoP) leadership roles, challenges, and development needs. Survey and interview data identified that most communities of practice are situated within university faculties among practitioners and are, therefore, close to where student learning takes place. The project findings informed the creation of resources to develop CoP leadership capacity to foster shared social learning and thereby improve learning and teaching across the Australian higher education sector. This article outlines the distributed leadership approach that profiled the strengths of each member of the project team and enabled the group to become a CoP in action and to work collaboratively over three years

Frequently asked questions about chlorophyll fluorescence, the sequel

[EN] Using chlorophyll (Chl) a fluorescence many aspects of the photosynthetic apparatus can be studied, both in vitro and, noninvasively, in vivo. Complementary techniques can help to interpret changes in the Chl a fluorescence kinetics. Kalaji et al. (Photosynth Res 122: 121-158, 2014a) addressed several questions about instruments, methods and applications based on Chl a fluorescence. Here, additionalChl a fluorescence-related topics are discussed again in a question and answer format. 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