Effective University Leadership and Management of Learning and Teaching in a Widening Participation Context: Findings from two national Australian studies

Abstract

The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support.

Keywords:

• higher education policy/development
• leadership
• management

Acknowledgements

The two national research projects on which this paper is based were funded by the Office for Learning and Teaching (OLT) in the Australian Department of Innovation, Industry, Science, Research and Tertiary Education (DIISRTE), and led by Deakin University. The views expressed in this paper are not necessarily those of the OLT, DIISRTE or Deakin University. I also gratefully acknowledge the work of my colleagues and collaborators in both national studies.