Susannah Quinsee

Creating the strategic learning environment at City University London

Purpose – This paper aims to describe the creation of a new approach to the implementation of educational technologies at a UK Higher Education Institution. Driven by changes in technology, an evaluation of the virtual learning environment (VLE) provided the opportunity to reassess the application of technology to the curriculum. However, such an evaluation and subsequent implementation is not about technology but a social process of negotiation and stakeholder engagement. The paper seeks to explore the narrative of the evaluation to offer lessons to other institutions.Design/methodology/approach – The paper takes a storytelling approach as this enables greater emotional engagement with the reader as well as the description of the social and organisational aspects of such a VLE evaluation. This approach enables the difficulty of change in complex organisations, such as a university, to be addressed more fully.Findings – Key lessons from the evaluation of the VLE and resulting creation of the strategic lea...

How to manage the big bang: evolution or revolution in the introduction of an MLE?

Purpose – To examine how introducing an institution‐wide managed learning environment impacts on the processes of organisational change using City University, London as a case study.Design/methodology/approach – Literature‐based discussion of current issues around the introduction of online learning to provide theoretical framework. Action research methodology used for interviews with leading members of the institution.Findings – There is a significant amount of literature available on institutional change and managed learning environments; however, how the introduction of such systems operates in practice depends on the context of the institution. In the interviews with key stakeholders six significant themes are identified for the management of change in this area: pedagogic direction; operational connections and development; organisational structure and change; system process; professional development; strategic vision and perception. Any implementation project regarding the introduction of managed lea...

DEVELOPING EDUCATIONAL LEADERSHIP

Developing effective leadership within an academic setting is becoming increasingly important in the UK with the changes in the higher education sector. This is particularly pertinent in relation to the leadership of learning and teaching activities, where, for the first time, there will be more systematic external review and benchmarking of academic practice through the introduction of the Teaching Excellence Framework (TEF). However, ensuring that we are giving our current and future leaders’ appropriate development, both in terms of relevance and timeliness, is more challenging. Stefani [1] identifies this as being an under researched area and, anecdotally, the two principal investigators know that many programme leaders and those in head of department roles often have received little or no development for their role. However, leading education is central to the development of high quality programmes and student success and satisfaction. McInnis, Ramsden and Maconachie [2] outline the need for robust leadership if colleagues are to be inspired and influenced. In order to prepare our staff more effectively for the requirements of educational leadership, at City, University of London, we are undertaking research to explore what knowledge, skills, support and preparation staff need for these roles. This project involves a range of data collection from both existing leaders and those either new or aspiring to these roles. This paper discusses our initial data gathered from a survey via an online questionnaire of open questions with 17 education leaders. The paper will outline their views of the knowledge and skills needed to undertake such a role, the support and preparation they had for their role and what support and preparation they believe new leaders need. The paper will then conclude with some recommendations arising from this data and outline the next stages of the research.

Where Worlds Collide

Learning environments, whether physical and virtual, have attracted greater attention over the past 10 or so years (Oblinger, 2006; Strange & Banning, 2001; Weller, 2007). Creating formal and informal learning spaces to engender collaboration between students and to encourage more interactive teaching has become important for most higher education institutions globally because there is a realisation that: