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Abstract
The leadership of learning and teaching (L&T) in higher education has evolved over recent years. Part of the evolutionary process has seen the rise of the appointment of Associate Deans L&T (Academic, Education, inter alia). Implicit in this role is the assumption by many that associate deans are responsible for leading L&T. Through interviews with 25 associate deans with one or more creative arts disciplines within their remit, we explore the leadership of the L&T landscape of the creative arts. We specifically consider the associate deans' understanding of the leadership of L&T, and their perspectives on who is responsible for the leadership of L&T for the creative arts. Collectively, associate deans articulated a sophisticated understanding of L&T leadership, including the words vision, innovation, strategic thinking, communication, translation, advocacy and influence. However, the variation in individual descriptions of leadership aspects according to the three L&T leadership conceptions identified by Marshall and colleagues [(2011). Leading and managing learning and teaching in higher education. Higher Education Research & Development, 30(2), 87–103], ranged from low level understanding to high level understanding based on an analysis using the Structured Observed Learning Outcomes taxonomy [Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York: Academic Press]. When it came to who was leading L&T, there were diverse views ranging from ‘me’ to ‘no one’. The research suggests that the key to associate deans articulating a more sophisticated view of leadership of L&T may be through attaining a L&T qualification; having experience in the role; and publishing in the discipline of higher education L&T. These findings may guide those recruiting into the field of leadership of L&T, and be helpful for those who are planning a career in the area.