Leadership through fellowship: distributed leadership in a professional recognition scheme for university educators

References

• Beckmann, E.A. (in press). Professional staff, professional recognition: Bringing learner support staff into the fellowship of university educators. In C. Bossu & N. Brown (Eds.), Professional and support staff in higher education. Singapore: Springer Science & Business Media Singapore.
   Google Scholar
• Beckmann, E.A. (2016). Teaching excellence: Recognising the many as well as the few. In M. Davis & A. Goody (Eds.), Research and development in higher education: The shape of higher education, Vol. 39 (pp. 13–22). Refereed papers from the 39th HERDSA Annual International Conference, 4-7 July 2016. Fremantle: Higher Education Research and Development Society of Australasia. Retrieved from http://herdsa.org.au/research-and-development-higher-education-vol-39
   Google Scholar
• Beckmann, E.A. (2017). Forums, fellowship and wicked problems in teaching. In J. McDonald & A. Cater-Steel (Eds.), Communities of practice: Facilitating social learning in higher education. Singapore: Springer.
   Google Scholar
• Bennett, N., Wise, C., Woods, P.A., & Harvey, J.A. (2003). Distributed Leadership: A review of literature. National College for School Leadership. Retrieved from http://oro.open.ac.uk/8534/1/
   Google Scholar
• Bolden, R., Jones, S., Davis, H., & Gentle, P. (2015). Developing and sustaining shared leadership in higher education. Stimulus paper. London: Leadership Foundation for Higher Education.
   Google Scholar
• Bolden, R., Petrov, G., & Gosling, J. (2008). Tensions in higher education leadership: Towards a multi-level model of leadership practice. Higher Education Quarterly, 62(4), 358–376. doi:10.1111/hequ.2008.62.issue-4
   Google Scholar
• Davis, H., & Jones, S. (2014). The work of leadership in higher education management. Journal of Higher Education Policy and Management, 3(4), 367–370. doi:10.1080/1360080X.2014.916463
   Google Scholar
• Fung, D., & Gordon, C. (2016). Rewarding educators and education leaders in research-intensive universities. York: HEA. Retrieved from https://www.heacademy.ac.uk/system/files/rewarding_educators_and_education_leaders.pdf
   Google Scholar
• Goodall, A.H. (2009). Socrates in the boardroom: Why research universities should be led by top scholars. Princeton, NJ: Princeton University Press.
   Google Scholar
• Gronn. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13(40), 423–451. doi:10.1016/S1048-9843(02)00120-0
   Web of Science ®Google Scholar
• Gunn, V., & Fisk, A. (2013). Considering teaching excellence in higher education: 2007-2013. A literature review since the CHERI report 2007. York, UK: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/resources/telr_final_acknowledgements.pdf
   Google Scholar
• Harvey, M. (2013). Setting standards for sessional staff: Quality learning and teaching. Journal of University Teaching & Learning Practice, 10(3), article 4. Retrieved from http://ro.uow.edu.au/jutlp/vol10/iss3/4
   Google Scholar
• Higher Education Academy. (2011). The UK professional standards framework for teaching and supporting learning in higher education. Retrieved from https://www.heacademy.ac.uk/system/files/downloads/ukpsf_2011_english.pdf
   Google Scholar
• Higher Education Academy. (2016a). Mission, vision and values. Retrieved from https://www.heacademy.ac.uk/about/mission-vision-and-values
   Google Scholar
• Higher Education Academy. (2016b). The UK Professional Standard Framework (UKPSF). Retrieved from https://www.heacademy.ac.uk/uk-professional-standard-framework-ukpsf
   Google Scholar
• Higher Education Academy. (2016c). Beyond fellowship. Retrieved from https://www.heacademy.ac.uk/events-conferences/event/beyond-fellowship
   Google Scholar
• Jones, S., Hadgraft, R., Harvey, M., Lefoe, G., & Ryland, K. (2014a). Evidence-based benchmarking framework for a distributed leadership approach to capacity building in learning and teaching. Report to Office for Learning & Teaching. Retrieved from http://www.olt.gov.au/resource-framework-distributed-leadership-approach-capacity-building
   Google Scholar
• Jones, S., Harvey, M., & Lefoe, G. (2014b). A conceptual approach for blended leadership for tertiary education institutions. Journal of Higher Education Policy and Management, 36(4), 418–429. doi:10.1080/1360080X.2014.916469
   Google Scholar
• Jones, S., Ryland, K., Harvey, M., Lefoe, G., Schenider, A., & Applebee, A. (2012). Lessons learnt: Identifying synergies in distributed leadership projects. Report to the Australian Learning and Teaching Council. Melbourne: RMIT.
   Google Scholar
• Kawulich, B. (2005). Participant observation as a data collection method. Forum Qualitative Sozialforschung /Forum: Qualitative Social Research, 6(2). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/466/996
   Google Scholar
• McInnis, C., Ramsden, P., & Maconachie, D. (2012). A handbook for executive leadership of learning and teaching in higher education. Canberra: Australian: Government Office for Learning and Teaching. doi:10.13140/2.1.1315.9369
   Google Scholar
• McKechnie, L.E.F. (2008). Participant observation. In L.M. Given (Ed.), The SAGE encyclopedia of qualitative research methods, (pp. 599–600). Thousand Oaks: SAGE. Retrieved from http://study.sagepub.com/sites/default/files/Ch03_Participant Observation.pdf
   Google Scholar
• Quinlan, K.M. (2014). Leadership of teaching for student learning in higher education: What is needed?. Higher Education Research & Development, 33(1), 32–45. doi:10.1080/07294360.2013.864609
   Web of Science ®Google Scholar
• Robinson, V.M.J., Lloyd, C.A., & Rowe, K.J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. doi:10.1177/0013161X08321509
   Web of Science ®Google Scholar
• Scott, G., Coates, H., & Anderson, M. (2008). Learning leaders in times of change: Academic leadership capabilities of Australian higher education. Sydney: University of Western Sydney and Australian Council of Educational Research. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=higher_education
   Google Scholar
• Silvey, V., Pejcinovic, L., & Snowball, T. (in press). Crossing the divides: Professional development for third space professionals. In C. Bossu & N. Brown (Eds.), Professional and support staff in higher education. Singapore: Springer.
   Google Scholar
• Turner, N., Oliver, M., McKenna, C., Hughes, J., Smith, H., Deepwell, F., & Shrives, L. (2013). Measuring the impact of the UK professional standards framework for teaching and supporting learning (UKPSF) ( Retrieved from). York: Higher Education Academy. 25 April, 2016 https://www.heacademy.ac.uk/ukpsf- impact-study
   Google Scholar
• Veles, N., & Carter, M.-A. (2016). Imagining a future: Changing the landscape for third space professionals in Australian higher education institutions. Journal of Higher Education Policy and Management, 38(5), 519–533. doi:10.1080/1360080X.2016.1196938
   Web of Science ®Google Scholar
• Whitchurch, C. (2009). The rise of the blended professional in higher education: A comparison between the UK, Australia and the United States. Higher Education, 58(3), 407–418. doi:10.1007/s10734-009-9202-4
   Web of Science ®Google Scholar
• Woods, P.A., Bennett, N., Harvey, J.A., & Wise, C. (2004). Variabilities and dualities in distributed leadership: Findings from a systematic literature review. Educational Management, Administration and Leadership, 32(4), 439–457. doi:10.1177/1741143204046497
   Google Scholar
• Yielder, J., & Codling, A. (2004). Management and leadership in the contemporary university. Journal of Higher Education Policy and Management, 26(3), 315–328. doi:10.1080/1360080042000290177
   Google Scholar