Structural and pedagogic change in further and higher education: a case study approach

Abstract

The article reports on case study research carried out in two education institutions introducing information learning technology (ILT) as an enhancement to the learning experience. The approaches to change in each institution, described as structural and pedagogic, represent different strategies emanating from what might be polar opposites in the organizational structure. The research focuses on a university, where change is promoted by the lecturing staff interested in pedagogic developments, and a college of further education, where the Senior Management Team drive through structural changes which impact on traditional methods of course delivery. A range of leadership theories are employed to discuss the two cases and a leadership model proposed which, within the context of pedagogic and structural domains of interest, encourages staff in education institutions to develop better understandings of the parameters, interests and issues impacting on their respective roles.