Geoff Scott

Australian higher education leaders in times of change: the role of Pro Vice-Chancellor and Deputy Vice-Chancellor

This paper discusses responses provided by 31 Pro Vice-Chancellors (PVCs) and Deputy Vice-Chancellors (DVCs) who were part of a larger study of more than 500 higher education leaders in roles ranging from DVC to head of programme in 20 Australian universities. Using both quantitative and qualitative data the paper gives an insiders perspective on what the roles of DVC and PVC are like at the daily level. It identifies the key focus of the roles, highlights the criteria these leaders use to judge that they are effectively performing them and outlines the relative impact of different influences on their work. It then discusses their views on what being in such a role is like, including its key satisfactions and challenges; and identifies the capabilities seen to be central to managing in such a context. Finally, it provides insights into how such leaders have gone about learning their role. The paper indicates how these findings can be used to address the current succession crisis for leaders in such critical roles. It shows how the data generated can be used to build leadership from within by identifying leaders with potential early on in their career, how the findings can be used to give selection processes more focus and how leadership development programmes can best be shaped to be effective. Having a high level of emotional intelligence is identified as a key ingredient in the successful delivery of such roles.

The Effective Management and Evaluation of Flexible Learning Innovations in Higher Education

SUMMARY This paper provides a practical framework to support the effective development, implementation and evaluation of innovations in flexible learning design in higher education. A definition of flexible learning design appropriate to higher education is proposed and the relationship between it and other popular developments in the sector is explored. Key lessons learnt from research on effective change management in education and key change terms are reviewed. How these lessons can be used to guide the process of innovation in the area of flexible learning is proposed. The concept of evaluation is then clarified and the way in which it drives the process of change in education is discussed. Finally, an overall framework for the evaluation of higher education innovations is identified, including application to initiatives in the area of flexible learning design. A detailed case study of an innovation in flexible learning design at the University of Technology, Sydney (UTS), Australia, is used to illust...

Assessment for Transformation — Higher Education Thrives in Redefining Quality Systems

Higher education has a unique opportunity to provide learning for the future and help the world address the rapidly unfolding social, cultural, economic and environmental sustainability challenges of the 21st century. However, to fulfil this role at the regional, national and international levels, higher education institutions themselves have to undergo critical transformation towards sustainable development in their philosophy and practices and put in place the quality assurance systems to ensure that this transformation is consistently implemented and effective.

'Seeing the forest for the trees' : Towards a framework for effective change research in education

It is not as if we can avoid change, since it pursues us in every way. We might as well, then, make the best of it. The answer is not in avoiding change, but in turning the tables by facing it head on. The new mindset is to exploit change before it victimises us...We can learn to reject unwanted change more effectively, while at the same time becoming more effective at accomplishing desired improvements. Grappling with educational change in self-defeating ways has been the modal experience over the last 30 years.

Short Report: Reflections on leadership in transition

Why focus on effective change leadership in health education? Considerable effort goes into proposing learning and teaching improvements and transition support in higher education. Less attention is given to ensuring these are put into practice consistently, effectively and sustainably. As observed some 20 years ago, failed change costs financially, educationally, psychology and nationally (Scott, 1999).

How Do We Know Research and Development Projects in Vocational Education and Training Are Cost-Effective?.

This article reviews a recent U.K. study which sought to identify the steps that have to be taken to improve the efficacy of research and development (R&D) projects in Vocational Education and Training (VET). The review is facilitated by making reference to the approach and findings of a parallel study in Switzerland. The review seeks to highlight the importance of more rigorously establishing what really happens to the results of R&D projects after they are completed. In particular, it seeks to identify what is necessary to ensure that each R&D project has a positive impact on practice. It does this in order to ensure that the now substantial investment in R&D for VET is cost effective. On the basis of the review the article proposes an agenda for an effective and coordinated approach to action and research in the area.