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Abstract

Distributed leadership has been explored internationally as a leadership model that will promote and advance excellence in learning and teaching in higher education. This paper presents an assessment of how effectively distributed leadership was enabled at five Australian institutions implementing a collaborative teaching quality development scheme called the Peer Assisted Teaching Scheme. The Scheme brings together expertise from teams of academics, coordinators, and institutional learning and teaching portfolio holders to the shared goal of enhancing learning and teaching quality. A distributed leadership benchmarking tool was used to assess the Scheme’s effectiveness, and we found that (i) the Scheme is highly consistent with the distributed leadership benchmarks, and that (ii) the benchmarking tool is easily used in assessing the alignment (or otherwise) of teaching and learning quality initiatives with distributed leadership benchmarks. This paper will be of interest to those seeking to assess implementations of distributed leadership to improve teaching quality and leadership capacity.

Item Type:	Article
Authors/Creators:	Carbone, A and Evans, J and Ross, B and Drew, S and Phelan, L and Lindsay, K and Cottman, C and Stoney, S and Ye, J
Keywords:	Collaborative professional development, higher education, peer assisted teaching scheme
Journal or Publication Title:	Journal of Higher Education Policy and Management
Publisher:	Routledge
ISSN:	1360-080X
DOI / ID Number:	https://doi.org/10.1080/1360080X.2017.1276629
Copyright Information:	Copyright 2017 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management
Related URLs:	Google Scholar: Drew, S UTAS Profile: Drew, S
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