Integrating work‐based learning into large‐scale national leadership development programmes in the UK

Abstract

England’s National College for School Leadership (NCSL) is probably unique in the scale on which its key national programmes are offered. This paper focuses on two of these programmes – Leading from the Middle and Leadership Pathways – which use blended learning models to cater for the leadership development needs of “middle leaders” broadly defined. Its purpose is to consider some of the implications of establishing programmes of these kinds on this scale, focusing particularly on the way in which work‐based learning is given a key role in the blended learning design and the challenges to the maintenance of quality to which this gives rise. The paper proposes a model of a blended learning system that facilitates the analysis of factors affecting programme quality in terms of key relationships between participant, school and the programme itself. The evidence presented suggests that the quality of school support for participants – especially that from coaches – is inevitably variable and large‐scale national quality assurance arrangements cannot fully compensate for this. The paper concludes by arguing for more local arrangements which embody a commitment to “leadership” as well as “leader” development.

Keywords:

• leadership development
• large‐scale change
• middle leaders
• work‐based learning

Notes

1. The NCSL is now entitled the National College for Leadership of Schools and Children’s Services. For a comparative study of three NCSL programmes see Simkins et al. (2009). For wider critiques of NCSL programmes see Barker (2005), Gunter (2005), Luckcock (2007), Riley and Mulford (2007) and Bush (2008, ch. 6).

2. The studies were funded by the NCSL. However, the ideas expressed in this paper do not necessarily reflect the views or policies of the NCSL. The author wishes to acknowledge the work of the following colleagues who have been engaged on the studies mentioned and whose ideas have contributed to the thinking in this paper: Ihsan Caillau, Paul Close, Mike Coldwell, Helen Finlayson, Anne Morgan and Keith Pocklington.