From learning without limits to leading without limits: An autobiographical reflective case study of leading academic development within higher education

ABSTRACT

This autobiographical case study reflects upon how a senior academic leader repurposed the Learning without Limits pedagogical framework originally developed within UK primary and secondary school settings to inform the development of a new transformational leadership framework within a higher education setting. Kolb’s Experiential Learning Cycle is used to structure an analytically self-reflective account of the leadership behaviours deployed for a distributed model of academic development to be effective, viewed through the lens of Learning without Limits. As a result, a new framework to inform effective approaches to the leadership of change in higher education is suggested: Leading without Limits.

KEYWORDS:

• Academic development
• reflective practice
• leadership
• change

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Claire Taylor

Claire Taylor is Deputy Vice-Chancellor and Professor of Education at Wrexham Glyndwr University. She is a Principal Fellow of the Higher Education Academy and a Fellow of the Staff and Educational Development Association. Claire's research interests cover higher education leadership, the student experience and most importantly the provision of opportunity for all.