![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
This paper reports on the third phase of a study of Australian Teaching and Learning Centres to identify factors that contribute to the effective strategic leadership of Centres. Focus groups at 10 Australian universities included 66 respondents, providing a diverse range of perspectives, from students to members of the university executive. Analysis of participant contributions extended findings from prior project phases and the wider literature. They also contributed to the final construction of the strategic leadership Teaching and Learning Centre maturity framework presented here. Centres remain in a state of flux, enduring regular reconfiguration. For most Centres, their level of interaction with students is low and increased engagement with students would be of benefit. Perceptions of Centres vary widely, reinforcing the importance of a strategic partnership between the University's Senior Executive, the Centre and faculties as a prerequisite for implementing identified high-impact strategies for improvement in teaching and learning.
Acknowledgements
The authors wish to thank their own University (Deakin) and the partner institutions (Macquarie University, Monash University, RMIT University, University of New England, University of Newcastle) for their contribution to this project as well as those staff from the 10 Australian universities who participated in the focus groups. Support for this publication was provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this publication do not necessarily reflect the views of the Australian Learning and Teaching Council.
