EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
INTRODUCTION
The proposal has as its focus ALTC Leadership Priority One: institutional leadership to enhance learning
and teaching (L&T) through leadership capacity-building at the institutional level. The intent is to develop a
systematic, evidence-based benchmarking framework for Distributed Leadership (DL) to build leadership
capacity in learning and teaching (L&T). The project will use the principles and practices identified in the
Action Self Enabling Reflection Tool for DL (developed from project LE9-1222) to undertake the initial desk
audit of ALTC projects funded as DL and disciplinary and cross-disciplinary projects and to provide
questions for a national survey of existing practice using DL to build leadership capacity. A Community of
Practice (CoP) will be established as part of the project to network developments, evaluate findings and
monitor developments. The evidence-based benchmarking framework will be developed and designed as a
web-based interactive tool to facilitate benchmarking across the sector.
PROJECT OUTCOMES
The OUTCOME of the project will be an evidence-based benchmarking framework to evaluate the
contribution of DL to leadership capacity in L&T in the Australian HE sector.
DELIVERABLES of the project include:
1. systematic identification and analysis of DL approaches to build leadership capacity
2. national survey data of current experience of DL for use in identifying benchmarks for DL
3. evidence-based benchmarking framework for DL
4. web-based interactive tool to facilitate benchmarking
5. user’s guide for the benchmarking framework and web-based interactive tool for benchmarking
6. website to disseminate findings and resources
7. peer reviewed publications.
RATIONALE for the project lies in recognition of the need for HE institutions to develop a systematic,
multi-facetted approach to building leadership capacity for L&T, including higher degree and research
supervision (Marshal 2006, Bryman 2009). While approaches to building leadership capacity outside the HE
sector are prolific, it is recognized that academic leadership is different as it exists in a highly specialized,
professional environment built not simply upon hierarchical relationships. Ramsden (1998, p.4) has
described leadership in universities as:
A practical and everyday process of supporting, managing, developing and inspiring academic colleagues….leadership in
universities should be by everyone from the Vice Chancellor to the casual car parking attendant, leadership is to do with
how people relate to each other
Exploration of what constitutes an appropriate approach to building effective leadership for HE has revealed
a spectrum of possibilities. The traditional structural/positional approach focuses on the skills, traits and
behaviours of individual leaders (Stogdill 1974; Du Brin & Dagliesh 2003). More recent developments in
leadership theory include: situational and contingent theory (Fiedler 1967; Vroom & Yetton 1973; Hersey
and Blanchard 1968) and social exchanges theories (Blau 1964; Burns 1978; Kouzer & Pousner 1987). Of
There is also a growing array collective theories of leadership including- complexity leadership theory (UhlBien et al 2007), relational leadership theory (Hunt and Dodge 2000 p.448); shared leadership theory (Pearce
et al 2008, Pearce & Conger 2003) and distributed leadership theory (Harris 2009; Gronn 2009; Bolden et al
2008; Woods et al 2004). Adapting these theories to the HE sector requires the incorporation of the diversity
to accommodate different disciplinary and cultures approaches, Marshall (2006, p.5) explained:
while there is growing literature on “leadership” in higher education, relatively little of this literature focuses on the
specific issue of developing leadership capability……. and even less on the development of leadership capability in
learning and teaching.
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
The ALTC describes academic leadership as a highly specialised and professional activity, with its
effectiveness integral to excellence in L&T. Accordingly, high-quality, multi-level leadership is
fundamental to the promotion and enhancement of L&T. The ALTC has iterated this in its stated belief that:
in this dynamic, sometimes uncertain and sometimes ambiguous context, the capacity of systems, institutions and
individuals to respond appropriately to change and to facilitate further change requires forms of leadership that go beyond
conventional models (ALTC 2011, p.5)
Given the conceptual recognition of the potential contribution of DL to building leadership in L&T in HE
institutions, there is need for empirical research to be undertaken to produce an evidence-based
benchmarking framework that accommodates the proclivity of the sector to utilise policy instruments and be
guided by the principles of critical action learning (ALTC 2011).
A DL approach acknowledges that L&T involves many participants across numerous levels of the university
through a distributed and multi-level approach that recognises both formally defined leadership by individual
leaders and leadership that is more context-dependent and often not formally defined. DL has been recently
described as “a form of shared leadership that is underpinned by a more collective and inclusive philosophy
than traditional leadership theory that focuses on skills, traits and behaviours of individual leaders” (Jones et
al 2011). It is also identified that while DL needs support from formal leaders, it can also be resisted by
formal leaders if it is seen as establishing a competitive decision-making process. This creates the need to
identify an evidence-based benchmarking framework for DL with indicators that can flexibly adapt to the
diversity of HE institutions.
Projects in the ALTC identified DL category deal with institutional change through the use of experts and
enthusiasts, building networks and CoPs. Of the 62 ALTC Leadership projects funded, 19 are categorised as
DL (including 3 that are consolidation of initial projects). In addition, 18 projects funded as Disciplinary or
cross-disciplinary networks utilise a DL approach to network disciplinary experts and several ALTC
Fellowships utilise a DL approach, including a current Fellowship focused on the contribution of CoPs.
While the experience of four of the ALTC DL projects has demonstrated that DL, with its top-down policy,
bottom-up implementation focus, can be effective in building Institution leadership capacity (LE67; LE68;
LE69; LE612), there has not been a systematic evaluation of the effectiveness of the increasing number of
finished and current DL approaches, nor of what benchmarking indicators are emerging
One consolidated project that is nearing completion aimed to identify synergies between four completed
projects. This project has developed principles, practices and action required for DL in a two-part DL Matrix
(DLM) and an Action Self Enabling Reflective Tool (ASERT) (LE9-1222). The DLM (appendix 1)
identifies principles for DL in five Dimensions with associated Elements for DL – Context (underpinned by
influence rather than power); Culture (underpinned by autonomy rather than control); a Change process
underpinned by interdependence between top-down, bottom-up and multi-level policy development and
implementation; Relationships that focus on collective rather than individual identity and Activity focused
on shared purpose through cycles of change using reflective practice. These five dimensions are associated
with five Inputs – Involvement of people; Supportive processes, Shared leadership, Resources for
collaborative activities and Support for individual participation. The ASERT (appendix 2) consists of 2 parts
- an Action Self Evaluative Tool that identifies actions associated with DL principles. The five dimension
are reduced to four (Context in which trust rather than regulation exists; Culture of autonomy rather than
control in which individual expertise is respected; Change that recognises the contribution of a variety of
inputs; Relationships that build collaboration rather than individualism) associated with four Criteria for DL
– involvement of People; support of Processes, provision of Professional development and availability of
Resources. The fifth dimension of Action as a Reflective process, underpins a process of continuous change
with Reflective Prompts used to assist institutions identify future action.
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
The ASERT identifies the principles, practices and actions for DL, with its potential confirmed at the ALTC
Leadership meeting (February 2011). However it does not identify indicators for benchmarking purpose.
Thus while it is useful to identify actions needed, it does not present these as benchmarks. This project is
designed to develop an evidence-based benchmarking framework based on current experience of DL by
undertaking a national systematic identification of DL related systems and frameworks that are currently
employed, using the principles and practices identified in the ASERT as a basis; developing an evidencebased benchmarking framework based on data collected and analysed and designing a web-based interactive
tool to facilitate use of the benchmarking framework by diverse institutions.
APPROACH
The project is designed to use an evidenced-based approach by focusing on ALTC funded DL projects for
both the national survey for primary data collection and the CoP (see explanation below).
1. Theoretical framework grounded in the literature
The project is grounded in the literature that positions DL as an emergent form of shared leadership more
capable of identifying action by many people working within supportive contexts and cultures. It recognises
relationships as the source of, and support for, flexibility for change as complexity becomes the norm. DL
has emerged from the educational sector (School and HE) in acknowledgment of the unique context of HE
characterised by a transitory state of many formal roles in HE and the diverse contributions of staff to L&T academic and other professional staff (Parker 2006). It is supported by extensive theoretical research
emerging from the UK and USA (Boulden, Petrov & Gosling, 2008; Gronn, 2000; Spillane, 2006).
The project is also grounded in the literature of evidence-based practice for quality improvement in education
(Pring & Thomas, 2003). It uses a self assessment process that allows institutions to discern their particular
strengths and areas in which improvements can be made and leads them to develop planned improvement
actions which are then monitored for progress (Brown, 1990).
2. Overall approach focused on leadership capacity building across institutions
The overall approach for this project rests on the conceptual argument that there are specific challenges for
leadership in HE, particularly the diversity that exists within the sector. HE requires a flexible evidencebased framework that adapts to different disciplinary perspectives (Becher 1994; Prosser et al 2003) and is
collaborative (Leithwood 1992; Martin et al 2003). This results in the need to develop a flexible matrix of
leadership capacity building that not only identifies the skills, traits and behaviours of individual leaders but
also focuses on building leadership capability of those not in current formal leadership positions. This project
is focussed on identifying and incorporating these findings into an evidence-based benchmarking framework
for DL that will enable institutions to undertake a systematic, benchmarked evaluation. For example, it is
envisaged that benchmarking indicators will incorporate identification of the level at which individual
expertise is included in decision making (Department/Faculty/Institute-wide); the degree to which multi
functional engagement is enabled (academics/administrators/professionals from various support functions),
the extent to which professional leadership development incorporates DL concepts (training, criteria for
promotion etc).
The approach of this project is designed to incorporate DL principles and practices and to this end a CoP will
be established. CoPs are identified as groups of people who share a concern or passion about a topic and
interact on an ongoing basis to deepen their knowledge and expertise (Wenger 2004; Wenger, McDermott &
Synder, 2002). CoPs are quite different from institutional meetings as the agenda is driven from the bottom
up. A recent ALTC Fellow stated that CoPs provide "a time for sharing practice, a time for community
building and a time for developing the domain knowledge,” (McDonald, 2010). CoPs are characterised by a
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
shared approach to leadership in which there is no formal hierarchy and this is recognised as “a successful
way of building and sharing a scholarly approach to enhancing learning and teaching practice” (McDonald,
2010). CoPs have been identified in the ASET as contributors to the process that encourages collaborative
relationships and the contribution of various forms of expertise.
Therefore the project is designed to undertake an empirical systematic identification of the DL capacity
building systems and frameworks currently employed in HE, particularly those developed from ALTC
funded projects. In particular the project will utilise the principles, practices and actions identified in the
ASERT developed from the aforementioned ALTC funded DL consolidation project to undertake the initial
desk audit and to design the items for the national survey.
3. Alignment with the ALTC commitments and objectives
The project will contribute to the ALTC objective (a) by providing an evidence-based benchmarking process
to promote and support strategic change in HE institutions for the enhancement of L&T. It will contribute to
ALTC Objective (b) by providing an evidence-based benchmarking process for DL in building leadership in
L&T that will raise the profile and encourage recognition of the fundamental importance of teaching in HE
institutions. It will contribute to ATLC Objective (d) by developing a systematic mechanism for
benchmarking good individual and institutional practice in building leadership capacity in L&T in Australian
HE. It will contribute to ALTC objective (f) by identifying the contribution DL can make to the facilitation
of national approaches to address current and emerging L&T issues.
The project responds to the ALTC call for systematic, structured support for academic leadership by
developing an evidence-based benchmarking approach, implemented as a web-based interactive tool to assist
benchmarking that will assist the Australian HE sector to develop a leadership approach tailored for the
highly specialised and professional activity that academic leadership entails.
The project utilises the underlying values and principles for action articulated by the ALTC in both the
design of the project process and in the intended outcomes. It both relies on, and enhances, networks and
communities of academic staff across the HE sector. It has a focus on long-term systematic change and
capacity building and is flexibly designed to be inclusive of the diversity of the HE sector. It relies on the
collaborative engagement of a broad section of participants and it aims to demonstrate quality excellence and
build the reputation of the Australian HE sector as leading edge.
4. Approach focussed on change and/or reform leading to significant improvements in L&T in HE
The project aims to develop an evidence-based benchmarking framework and web-based interactive tool to
identify and assist DL in building the leadership capability of academics and other professionals to provide a
positive student learning experience.
The project intends to use a DL approach that will involve people in processes supportive of shared
leadership and recognises the contribution of many in the identification of the final outcome. It is designed
to be inclusive of a variety of university contexts by encouraging collaborative relationships between
participants who have undertaken change associated with DL. In order to action these dimensions, values
and criteria, the methodological framework that underpins this project is that of an Action Research (AR)
process that allows for continuous cycles of improvement over a two year cycle as the evidence-based
benchmarking framework and web-based interactive tool are developed, validated and refined.
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
5. Strategies which collectively are systematic, multi-level and likely to build leadership for excellence
in L&T
The project will be implemented through seven phases (see under Phases of Project) that will establish a
systematic, multi-level approach to using DL to build leadership excellence in L&T.
VALUE AND NEED
This project is both timely and important. While significant advances have been made to build leadership
capacity in L&T in the HE sector using a DL approach, there has been no systematic study to identify or
evaluate these through benchmarking. The outcome of this project will be a systematic study, an evidencebased benchmarking framework and a web-based interactive tool that will be available for future systematic
evaluation. In so doing the outcomes will provide a basis upon which a DL process to support sustainable
academic leadership in L&T for Australian HE can be built.
The project focus is supported by a recent study of academic leadership in L&T that argued that the current
development and preparation of academic leaders of L&T does not represent sustainable, or even good,
practice (Bosanquet et al 2008). This study concluded that current practices in the development and
preparation of leaders of L&T are:
at best ad hoc or absent altogether in any systematic sense from formal professional development programs, where they
are provided often focus on either learning and teaching practice, or leadership and management development more
generally, with the latter targeting staff already in formal positions of management responsibility (p.3).
Through the identification of benchmark indicators from the systematic evaluation of current methods in use
to develop academic leadership the project will provide the means to ascertain areas for improvement. This
will provide a valuable contribution to identifying an effective response to the impending crisis of leadership
facing HE identified in a recent study as:
not conducive to encouraging new staff to enter the academic profession nor … for keeping existing staff enthusiastic and
retained…this carries serious implications for sustaining and developing the academic profession. It suggests radical
change is needed in the institutional climate within which academics operate (Coates et al 2009, p. 28).
The benchmarking framework will provide the opportunity to test the need for “clear leadership devolved
from the top throughout the institution….through….management and leadership styles that are aligned with
the specific nature of the university” (Coates et al 2009, p. 31). Finally, the benchmarking framework will
provide opportunities for international benchmarking of leadership development (see for example findings of
a UK report by Burgoyne, Mackness & Williams 2009).
PROJECT MANAGEMENT
Throughout the life cycle of the project there will be a strong focus on management, on-going evaluation,
dissemination of activities, research findings and analysis, and deliverables and outcomes.
Overall Management of the Project
The project will be coordinated and implemented by the Project Leader who will devote 0.2 FTE, or 1 day a
week, to the project over 2 years. The Project Leader will work closely with the Project Manager who will
be appointed on a 0.5 FTE basis, or the equivalent of 2.5 days a week, to assist in the coordination,
organisation, management and research. Project members will each devote 0.05FTE or 1 day per month to
the project. Accordingly the project team members are each able to dedicate the time required to this project
Project management will be assisted by a Project Team with a sound track record in working together to a
successful outcome in a current ALTC Project, LE9-1222. This experience removes the risks associated with
initial set-up challenges as systems have already been established in accord with the various institutional
requirements and processes are in place to support ongoing relations management. The Project team
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
represents HE institutions who have implemented DL approaches to build leadership capacity in L&T. They
all collaborated on the development of the ASERT.
The Project Team will be assisted by a Project Reference Group of experts in the field of DL in universities
and Action Research methodologies for change. It includes members who have contributed to ALTC Project
LE9-1222. It also includes representatives from ALTC projects funded as DL and Cross-discipline projects
and ALTC Fellowships.
CoP - Action Research Approach
The project will use a CoP formed by interested institutional leaders of L&T to discuss, verify and refine the
benchmarking framework and the associated web-based interactive tool developed from the initial desk-audit
and national survey. This is consistent with the relationship building action required for DL identified in the
ASERT.
The project will use a participatory and inquiry-based Action Research methodology of reflexive inquiry
(Kemmis and McTaggart, 1988). Action Reflection has been identified as the second part of the ASERT
approach to enabling DL to build leadership capacity in L&T. Action Research provides the opportunity to
implement and research change simultaneously using an action research cycle. Action will be taken to
identify and evaluate current DL approaches to building leadership in L&T. Feedback and Reflection on the
validity of these approaches will occur through CoPs, project team and reference group meetings. Plans as to
how to use the evidence based benchmarking framework and interactive web based tool to evaluate the
effectiveness of DL in building leadership capacity in L&T will be developed by the project team. An
Action Research model offers the benefits of an emphasis upon collaboration and collegiality, essential to a
multi-dimensional, interdisciplinary, multi-university and multi-campus project such as this. The great
strength of the model is its inherent flexibility which supports successful project outcomes. This is achieved
as the action research process is enacted and the project adapts in response to ongoing evaluation, achieved
through reflective practice, of each project phase. In addition, as DL does not follow a traditional
hierarchical model of leadership it is supported by, and compatible with, the collegiality inherent in Action
Research.
Working within participant Institutions
Each Project Team member will seek to encourage leaders of L&T in respective institutions to join and
participate in the CoP.
Evaluation
The Evaluation model recommended by the ALTC will guide the evaluation process. The project team will
design an appropriate evaluation process during Phase 1 of the project. This will include the use of an
external evaluator to evaluate the project purpose and scope against the key evaluation questions, the data
collection and methods and key criteria for judgements and the dissemination and timelines involved. The
evaluation will also include an assessment of resources and skills required to ensure the project effectiveness.
Finally, a review and evaluation of the overall project will be undertaken. It is envisaged that, given the
nature of the Action Research approach adopted, project evaluation will be ongoing throughout the project
and will involve a diverse array of stakeholders including the Project Reference Group, and the CoP.
Dissemination
The project has been designed such that dissemination is ongoing and cumulative throughout the project,
particularly at the end of each phase of the project. Dissemination strategies include:
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
1. Continuous updates to the website that will be established in Phase 1 of the project and used to
engage users throughout the project
2. Periodic updates circulated to institutions that have received ALTC grant funding for DL and
discipline and cross-discipline projects
3. Regular updates to institutions that participate in the national survey
4. Networking to disseminate information and gain feedback using a blended approach. For example
through project team membership of existing online networks such as the Stakeholder Network
established by the ALTC Leadership Project Identifying, building and sustaining leadership capacity
for Communities of Practice in Higher Education and the Graduate Capabilities Network established
as a result of the ALTC project Building course team capacity to enhance graduate employability
5. Scholarly papers and publications co-authored by Project Team members and presented at
Conferences and as Journal articles to encourage implementation of DL as a means to build
leadership capacity in L&T.
6. Published Reports to identify potential users of, and stakeholders in, DL approaches to build
leadership capacity in L&T
7. Publication of the evaluation of the project process and outcomes.
PHASES OF THE PROJECT
PRIOR TO THE PROJECT (June-August 2011)
1. Ethics approval – Prior to commencement, the Project will be submitted to the RMIT University’s
Ethics Committee to ensure that the research approach satisfies ethical matters in relation to this
investigation. Measures will be taken to ensure that research participants, universities and their staff
who volunteer to participate in data collection can do so anonymously and confidentially
2. Roles of the Project Team and Agreement on process – at a planning meeting in Melbourne in June
2011, the Project Team will refine the details of the project, confirm roles of the team members, and
address issues which may arise during the project such as conflict resolution, succession planning, inkind resources, and university participant contacts.
3. Project Reference Group—the members of the reference group will be confirmed and expectations
clarified, including participation and availability at scheduled teleconferences throughout the project.
4. Identification and agreement on an appropriate evaluation process using the Chesterton and
Cummings Evaluation Plan (2007).
PHASE 1 (August December 2011) Project Leader, Project Officer and Project Team
Establishment of the Project
1. appointment of a project officer
2. website established
3. literature and resources review on DL updated and literature on evidenced-based approaches to
leadership developed
4. Teleconference with Project Team
5. Desk Audit of existing DL capacity building systems using the principles, practices and required
action identified in the ASERT developed from project LE9-1222 to identify and evaluate the
outcomes of ALTC funded projects (including DL, consolidating projects and Disciplinary and Crossdisciplinary projects). The findings from the desk audit will be disseminated across the sector
through a web-site established for the project.
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
PHASE 2 (January- April 2012)
1. National survey designed, validated, implemented and analysed to produce a national picture of the
indicators of success for DL in building academic leadership capacity in L&T
2. Evaluation of the contribution of the survey data
3. Dissemination of survey findings through the project website and teleconference with Project Team
and Reference Group to obtain feedback on national survey
4. Project progress report
5. Identification and initial invitation to institutional leaders of L&T to participate in the CoP to be
established for the project
PHASE 3 (April -July 2012)
1. Development of an evidence-based benchmarking framework based on data collected from the survey
for use by institutions in evaluating DL approaches to build leadership capacity in L&T
2. Ongoing evaluation of the value of the evidence-based benchmarking framework to the project
outcomes
3. Dissemination of evidence-based benchmarking framework through the project website
PHASE 4 (August – September 2012)
1. Formal establishment of the CoP
Validation, verification, refinement and finalisation of the evidence-based benchmarking framework
with the CoP of leaders of L&T. Blended networking opportunities will be designed to incorporate
online and face-to-face opportunities that combine email, teleconference and social networking tools.
2. Sector-wide dissemination of evidence-based benchmarking framework through the web-site
established for the project
3. Teleconference with Project Team, Project and Reference Group
PHASE 5: (November 2012 –March 2013)
1. Development of 1st draft of web-based interactive tool to accompany the benchmarking framework
2. Verification of the web-based interactive Tool with the CoP
3. Dissemination of interactive web-based tool through the project website
PHASE 6: (March 2013-May 2013)
1. Development of Users Guide to accompany the benchmarking framework and web-based interactive
tool.
2. Verification of the Users Guide through the CoP established as part of Phase 4.
3. Dissemination of Guide across the sector through the web-site
4. Teleconference with Project Team, Project and Reference Group.
PHASE 7: (May-June 2013) Project Finalisation and final Dissemination
1. Preparation of Final Report
2. Dissemination of Project findings
THE PARTNER UNIVERSITIES
The application has the support of 9 universities that have undertaken ALTC projects in Distributed
Leadership. RMIT University, Macquarie University and University of Wollongong are partners in the
project. In addition the Reference Group includes experts from Australian Catholic University, Curtin
University, University of NSW, University of Melbourne, University of Tasmania, and University of
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
Southern Queensland. This combination covers an eclectic mix of the Australian HE industry sectors, urban
and regional contexts, and on-campus and distance modes.
The three partner universities have each provided leadership in ALTC LP projects focused on Distributed
Leadership and were members of the ALTC DL Consolidation project –LE9-1222. RMIT University has
more than 60,000 students at campuses in Melbourne and regional Victoria, Vietnam, online, by distance
education, and at partner institutions. This creates the opportunity for informal leadership to add value to
formal leadership in the implementation of a range of issues designed to enhance student L&T practice.
Macquarie University is a Sydney metropolitan university with 30,000 students, also offering programs on
campus, online, mixed mode, by distance and at partner institutions. In terms of evaluation, it provides an
avenue for the further application of the Indicators of the effectiveness of PAR in a project developed by the
Leadership and Assessment: Strengthening the Nexus project (Fraser and Harvey, 2008). These indicators
specifically evaluate the efficacy of the role of Action Research in an ALTC project. The University of
Wollongong is a multi-campus regional university on the south coast of NSW including approximately
23,000 students and 800 full-time staff spread across 7 campuses and an additional one in Dubai. This
project will provide opportunity to integrate what has been learnt and examine further opportunities for
developing informal leadership capacity more broadly and expanding it beyond the current central campus
initiative. Melbourne University introduced the Melbourne Model in 2008 to provide multi-disciplinary and
inter-disciplinary elements included in its ‘breadth’ requirements. The Melbourne Model pre-supposes an
inter-disciplinary model that recognises that disciplines may not be as discrete and autonomous as the
traditional model assumes and that some issues and topics are simply too simply too complex to be simply
investigated within a single traditional discipline. Introducing the Melbourne model requires greater
leadership involvement from a broader range of staff as exemplified in the more distributed leadership
process used to develop the new Bachelor of Environments that brings together a range of disciplines
(architecture, planning, engineering, forestry, horticulture, etc) to share a common first year as well as
integrative second and third year, project-based studios.
Institutional involvement in this project has been endorsed in writing by the appropriate authority at each
partner university—see attachment.
REFERENCE GROUP
The project will be guided by national stakeholders who have experience or a direct interest in DL and/or
who have led or been partners in ALTC DL or Disciplinary and cross-disciplinary projects. The following
leaders have agreed to participate on the reference Group:
Dr Aidan Davison - Senior Lecturer, School of Geography and Environmental Studies, University of
Tasmania.
Professor Stephen Dinham, PhD, Director of Learning and Teaching, Chair Teacher Education, Melbourne
Graduate School of Education, University of Melbourne
Professor Stephen Marshall, PhD, Director, Learning & Teaching Unit School of Education, University of
New South Wales
Associate Professor Jacquelin McDonald – PhD, Learning & Teaching Designer and team co-ordinator;
Learning and Teaching Support, University of Southern Queensland
Professor Nereda White, Dip.Teach Early Childhood: B.Ed; M.Ed (Leadership & Management) Ed.D
Director Indigenous Education and Research Centre, ACU
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APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
ATTACHMENT 1
TIME LINE AND BUDGET
MANAGEMENT AND BUDGET
The project will be led by the Project Leader and the Project Officer who will maintain close and regular
contact with the Project Team members. The project aims to be collaborative, with Project Team members
playing vital roles supporting and mentoring participants in their own institutions. Project risks associated
with project personnel, management processes and communication and technology are minimal given the
sound track record of the project team.
 Project Leader will be continually involved throughout the project, and will remain in close contact
with the Project Officer, Project Team members and Reference Group.
 Project Manager will have regular contact with the members of the Project Team and Reference
Group, and will be responsible for monitoring project deadlines and required actions.
 Project Team members (partners) are central to the project outcomes, in providing ongoing
networking for the project
 Project Team Face-to-Face Meetings will ensure communication and collaboration; the Project Team
will meet face-to-face twice a year in addition to regular teleconferences.
 Project Team and Project Reference Group Teleconferences: Periodical agenda-driven
teleconferences between Project Team and Reference Group will ensure that external expert guidance
is provided
 Financial audit: The Project will be subject to standard RMIT University financial auditing.
HUMAN RESOURCES
Project Leader:
Prof. Sandra Jones RMIT University. Prof. Jones will devote one day a week to the project over a two year
period
Project Members:
Each member of the project team, or designate, has agreed to devote one day per month to the project over
the 2 year period.
Project Manager (Level B-1):
It is essential that the project’s Project Manager be appointed at a level commensurate with the complex
research activities required as well as project management. A part-time senior academic appointment
(0.5EFT) is required for this role.
Specifically, the Project Manager will have a strong background in mixed (quantitative and qualitative)
qualitative research methodology and skills to:
1. Undertake a desk audit of Reports from completed projects
2. Contribute to the development of survey and data analysis
3. Contribute to design of the Evidence-based framework and web-based, interactive self assessment
tool
4. Co-presenting at various conferences and Forums on project outcomes.
The Project Manager will be responsible for the following collaboration with the project team leaders,
members of project team and project Reference Group:
 Overall project management ensuring project stages delivered on time to budget, and effective liaison
occurs amongst project team members, Reference Group and the funding body
 Organisation of face-to-face and teleconferencing arrangements, including establishment and
management of online project development
11
EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING



Oversight of design and delivery of survey
Coordination of drafting, production and distribution of all reports
Liaison with ALTC and its successor
Dr Kevin Ryland has stated his availability to be the Project Manager for this project. Dr Ryland is currently
the Project Officer for the ALTC LP LP9-1222. Dr Ryland was previously the Project Manager for an ALTC
funded project into building research supervision and training across Australian universities led by UTS.
6.2 OPERATION AND COSTS
Communication
 monthly (by phone) between the Project Team to track achievement against the detailed objectives and
timelines
 six monthly meetings of the Project Team and the Reference Group to track achievement against the detailed
objectives and timelines
 three monthly financial management meetings with the accounting staff to track actual against predicted
expenditure of project funds (will occur as part of the normal monthly meetings of the researchers)
Travel
An allowance has been provided for a range of e-communications to facilitate this process. In addition past
experience shows that face-to-face periodic meetings are needed on at least three to four occasions during the
period of the project as an important and a justifiable expense.
Infrastructure costs
No expense will be incurred for the hire of office space and some equipment (computing) will be provided by
each university. Administration support and contributions to the costs of consumables will be provided by
the universities. Where possible, subsidies for use of venues, equipment and/or support staff time e.g., IT
support for forums, teleconferences will also be considered.
12
EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
BUDGET
A detailed description of estimated expenses appears in the table which follows. The estimated total cost of
the project is $238,000 (exclusive of GST). Of this amount, $220,000 is sought from ALTC funding. In-kind
funding for the project is estimated at $18,000.
Year 1
All costs are exclusive of GST
PERSONNEL (includes 25% on costs)
Project Officer (0.5 FTE ALB1 @ $91,596
pa year 1; $96, 231 pa year 2)
Project Team Leader (0.2 FTE ALDE) @
$174,000 pa year 1; $220,288 pa year 2
Project team members (each partner
Institutions) (0.05x3 = 0.2 FTE ALD4)
@$111,328 pa Yr1; $118,097pa Yr22
Admin support - 1 hour per week for 36
weeks pa in 4 Institution @ HEW5 $36. phr
(casual) x 36hours x6
Subtotal
ALTC
$
Year 2
In-kind
44,000
$
Total
$
ALTC
44,000
46,000
$
In-kind
$
Total
$
46,000
34,000
2,000
36,000
35,000
7,000
2,000
9,000
8,000
8,000
7,000
7,000
7,000
7,000
3,000
38,000
92,000
4,000
96,000
96,000
3,000
99,000
2,000
1,000
3,000
2,000
1,000
3,000
PROJECT SUPPORT
Project management communication and
travel
Project Team meetings (2 per year)
Project Team teleconferences
Project Team and Reference Group
teleconferences – 6 members RG, 2 hours
pa.
500
500
500
1,000
1,500
500
1,000
1,500
Consumables/office for project officer
Technological enhancement maintenance of
website
1,000
1,000
2,000
1,000
1,000
2,000
3,000
2,000
Subtotal
7,000
3,000
10,000
6,000
3,000
9,000
3,000
1,000
4,000
3,000
1,000
4,000
3,000
1,000
4,000
3,000
500
500
2,000
PROJECT ACTIVITIES
Online Survey
CoPs – establish, resource and support
Attendance ALTC/DEEWR LP meeting
Paper
presentation
at
Conference
(HERDSA 2012)
3,000
Evaluation
2,000
3,000
2000
Project Report Printing
Subtotal
8,000
1,000
9,000
Total per Year
107,000
8,000
115,000
Total ALTC Funding
220,000
Total In-kind Funding
18,000
Total project cost
238,000
5,000
5,000
11,000
2,000
4,000
2,000
15,000
113,000
10,000
123,000
13
EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
APPENDIX TWO: QUALIFICATIONS & EXPERIENCE PROJECT TEAM & REFERENCE
GROUP
PROJECT LEADER:
RMIT: Professor Sandra Jones Deputy Head of School of Management, Learning and Teaching,
Sandra.jones@rmit.edu.au. (M.A, Dip. Ed, PhD, GCL&T, M.Ed.)
The project will be lead by the Professor of Employment Relations at RMIT, Dr Sandra Jones. Professor
Jones is both a Discipline expert and a practitioner in Leadership and an experienced leader in L&T in a HE
institution. Professor Jones has been the Project leader in two ALTC funded Leadership Projects, both
dealing with the use of a DL approach to leadership capacity building in L&T. In addition to leading an
Institutional-based building leadership capacity in L&T project. She is currently finalising the outcomes of a
multi-institute leadership project that has developed a DLMatrix and associated Action Self-Enabling
Reflective Tool based on a scoping study of synergies in the lessons learnt from the four project member
institutions experience in distributed leadership projects. The quality and timeliness of her project leadership
in both these projects is demonstrated by the Report and Resource Portfolio that resulted from the first
mentioned project (LE-67) and the Interim Reports resulting from the second mentioned project (LE9-1222).
In addition Professor Jones and project members have presented papers from these projects at National and
International conferences.
Professor Jones has been a member of several successful ALTC Projects funded under the LP (Developed a
model for strategic leadership for institutional teaching and learning centres-led by Deakin University); the
Competitive Grants Program (Building academic capacity to enhance graduate employability – led by Curtin
University of Technology) and an ALTC Priority Grant (Project EnRole – led by University of Wollongong).
In addition Professor Jones contributed to the ALTC funded Teaching-Research Nexus project
(www.trnexus.edu.au)
Professor Jones is an experienced leader at all of the multi-levels of leadership at RMIT including the
University Director of L&T Development-LTU, the Business College Director of Teaching Quality, the
School of Management Deputy Head L&T, a Program Director for both undergraduate and post graduate
programs and a Course Co-ordinator. She is an ALTC Citation winner (2006) as well as several internal
RMIT Teaching Awards including the RMIT Vice Chancellors Award for Excellence in L&T (2009).
Professor Jones is scholar of international renown in scholarship in pedagogy as well as in her disciplinary
focus of Management/leadership and Employment Relations. She has published over sixty refereed journals
papers, book chapters, and conference proceedings and completed over 20 Reports, artefacts and seminar
presentations. Professor Jones has been awarded International and Institutional Fellowships for both L&T
and research purposes.
Professor Jones is available to lead this project, having the support of her DVC(A) and Head of School to
allocate the time required to this project.
6.1.3 PROJECT TEAM - PARTNER UNIVERSITIES
University of Wollongong Assoc. Prof. Geraldine Lefoe, CEDIR, glefoe@uow.edu.au
Associate Professor Geraldine Lefoe, (B.Ed; Dip.Teach, M.Ed, Ed.D) has been an academic developer for
fifteen years and brings substantial experience to the project team. She is currently Project Leader of the
Subject Coordinators: Leading professional development for sessional staff, due for completion in October
2011. She was the recipient of an ALTC Teaching and Learning Citation in 2009. She was the Project
Leader for a grant on DL (LE69) in 2006, DL for learning and teaching; developing the faculty scholar
model which has successfully been taken up by Flinders and their partner universities (ALTC LE8-691). The
Faculty Scholars Program at UOW has continued beyond the grant and is a valued leadership development
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
program. From an informal leadership position she achieves success through a DL model. The key principles
she believes that underpin this include: the development of collegial relationships through networks and
communities of practice within and across faculties and institutions; a focus on authentic tasks, real world
problems that academics are committed to solving; and a belief that developing leadership capacity for
improving teaching is a key component to improving student learning.
Dr Lefoe is currently on the Reference Group for Demonstrating DL through cross-disciplinary peer
networks: responding to climate change complexity (led by Dr Aidan Davidson, University of Tasmania)
She has contributed to the reference group of several other DL projects. Dr Lefoe has published over 50
refereed journal articles, conference papers and book chapters related to leadership in HE, educational
technology and improving L&T and conducted research in the area.
Her time commitment to ALTC projects is supported by her institution in workload allocation. She is also a
team member in this round for a competitive grant from UOW.
Macquarie University: Dr Marina Harvey, Lecturer Learning and Teaching Centre,
marina.harvey@mq.edu.au.
Dr Marina Harvey (B.Ed; M.Ed, PhD) led the 2006 ALTC Leadership and Assessment: Strengthening the
Nexus project (LE612). The resulting Leaders in Effective Assessment Practice (LEAP) model combines the
synergies of Distributed Leadership with Participatory Action Research (PAR) to achieve sustainable
outcomes. Outcomes included the systematic enhancement of assessment and feedback, the development of
transparent and coherent policy frameworks at all levels and the development of leadership capacity in
formal and informal, distributed and hierarchical roles in L&T across the organisation. To this project she
brings a strong background in PAR, in supported reflection sessions and in evaluating PAR when applied to
developing leadership capacity. Other research interests include supporting quality teaching with sessional
staff, and for this she has just been awarded a second Macquarie University L&T grant. This project is also
framed by a distributed leadership paradigm.
University of Melbourne: Associate Professor Roger Hadgraft, Director Engineering Learning Unit in the
Melbourne School of Engineering. Roger was appointed the ALTC Discipline Scholar in Engineering and
ICT (with Prof. Ian Cameron from UQ) in 2009. In this role, Roger jointly led the benchmarking Discipline
Standards project for Engineering. Roger is a civil engineer with more than 15 years involvement in leading
change in engineering education, with a particular focus on problem/project-based learning (PBL) and the
use of online learning technology. In 1998 he introduced a project-based curriculum into civil engineering at
Monash University and from 2002-6 he led the establishment of a multidisciplinary Master of Sustainable
Practice development in civil, chemical and environmental engineering at RMIT. Roger’s current role at the
University of Melbourne is to provide leadership in the introduction of the Melbourne Model in both
Engineering and in Environments.
PROJECT REFERENCE GROUP
Dr Aidan Davison is Project Leader of a current ALTC funded cross-disciplinary leadership project LE1183 - Demonstrating distributed leadership through cross-disciplinary peer networks: responding to
climate change complexity with partner universities Murdoch University, University of New South Wales
and University of Wollongong. This LP is creating small networks of teachers across disciplines within four
tertiary institutions to collaboratively design and deliver student-led interdisciplinary learning activities
around climate change. The project is exploring how network members are enabled to develop individual
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
leadership capacities through peer mentoring, interdisciplinary roundtable discussions, teaching collaboration
and innovation in problem-based learning.
Professor Stephen Dinham is a member of the Project Reference Group of ALTC funded DL consolidating
leadership project LE9-1222. As a member of this Reference Group Stephen was instrumental in suggesting
the need for a web-based interactive self assessment tool to assist institutions to implement a DL approach.
Stephen has published extensively on DL and evidence-based approaches to L&T. Stephen is the Chair of
Teacher Education and Director Learning and Teaching, Graduate School of Education, University of
Melbourne and was most recently the Research Director Teaching, Learning and Leadership at the Australian
Council for Educational research (ACER).
Associate Professor Jacquie McDonald is a 2010 ALTC Teaching Fellow and 2010-12 co-project leader
for LE10-1734 - Identifying, building and sustaining leadership capacity for communities of practice in
higher education. Jacquie leads the successful implementation of CoPs at the University of Southern
Queensland (USQ), which was recognised by a 2009 AUQA commendation. She is project leader for a
number of grants and is establishing twenty-two L&T CoPS. Jacquie is a 2009 ALTC Citation winner, a
USQ Senior L&T Fellow and a member of the USQ Teaching Academy.
Professor Stephen Marshall is a member of the Project Reference Group of ALTC funded DL
consolidating leadership project LE9-1222. As a member of the Reference Group Stephen contributed
significant insights into the analytical and reflection cycles of the project team from his ongoing research into
DL. Stephen is the Professor of HE; Director L&T UNIT, School of Education, university of New South
Wales. Stephen has researched extensively on the issue of academic leadership and the development of
academic leaders, including an Occasional Paper for the, then, Carrick Institute on issues facing leadership
for L&T in HE1
Professor Nereda White As an Indigenous academic, Dr White has made a significant contribution over 20
years to Indigenous Higher Education through her teaching, scholarship and leadership. She has received two
ALTC awards: In 2006, a Citation for outstanding contribution to student learning and in 2007 Nereda was
awarded the Neville Bonner award for Indigenous Higher Education. Nereda is currently a Project Leader of
the ALTC leadership project "Getting on track: Developing teacher leadership capabilities for the teaching
and learning of Indigenous students in postgraduate coursework programs" a joint ACU/JCU project. Nereda
has been involved in number of ALTC funded projects including: 2010 the Tiddas: Writin’ Up leadership
project; 2006 the “Tiddas, showin’ up, talkin’ up, puttin’ up: Indigenous women and Educational Leadership;
2006“An institutional leadership paradigm: Transforming practices, structures and conditions in Indigenous
higher education”
RELATED PROJECTS in which PROJECT TEAM MEMBERS are involved
RMIT: (partnered with Australian Catholic University, Macquarie University and University of Wollongong) Project LE9-1222
Lessons Learnt: Identifying Synergies in Distributed Leadership Projects
RMIT: Project LE67 Developing multi-level leadership in the use of student feedback to enhance student learning and
teaching practice
University of Wollongong, partnered with University of Tasmania, Flinders University and LaTrobe University): Project LE69
Distributive leadership for learning and teaching; developing a faculty scholar model
Macquarie University: Project LE612 Leadership and assessment: strengthening the nexus
Project arising from the outcomes of a first round project:
Flinders University (partnered with James Cook University, LaTrobe University and the University of Canberra). Project LE8-691
Sustaining distributive leadership in learning and teaching: cascade and perpetual effectiveness of the faculty scholar
model
1
(Marshall, 2006). Issues in the development of leadership for learning and teaching in Higher Education, Occasional Paper
http://www.altc.edu.au/carrick/webdav/site/carricksite/users/siteadmin/public/grants_leadership_occasionalpapers_stephenmarshall
-nov06pdf.
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EVIDENCE-BASED BENCHMARKING FRAMEWORK FOR A DISTRIBUTED LEADERSHIP
APPROACH TO CAPACITY BUILDING IN LEARNING & TEACHING
PUBLICATIONS ARISING FROM PREVIOUS ALTC PROJECTS involving project members
Harvey, M. (2008). Leadership and Assessment: Strengthening the Nexus. Final Report. Strawberry Hills; Australian Learning and
Teaching Council. Available from:
http://www.altc.edu.au/resource-leadership-assessment-mq-2008 Retrieved 03/05/09.
Jones, S; Applebee, A; Harvey, M. & Lefoe, G. (2010), Scoping a Distributed Leadership matrix for higher education; Proceedings
of the Annual Conference of the 2010 Higher Education Research and Development Society of Australia, Higher Education
Research and Development Society of Australia.
Jones, S. & Novak, B. (2009) Student Feedback and Leadership: A Report on the 2006 Leadership for Excellence in Learning and
Teaching Project: Developing Multi-level Leadership in the Use of Student Feedback to Enhance Student Learning and
Teaching Practice (LE67) RMIT
Jones, S. & Novak, B. (2009) Student Feedback and Leadership: Resource Portfolio on the 2006 Leadership for Excellence in
Learning and Teaching Project: Developing Multi-level Leadership in the Use of Student Feedback to Enhance Student
Learning and Teaching Practice (LE67) RMIT
Jones, S. & Novak, B. (2009), Enhancing the student experience through responding to student feedback: distributed leadership
approach, AHERDSA Conference, July
Jones, S. (2010), ‘Distributed Leadership to enhance student learning’, Global Theories and local practices: Institutional,
Disciplinary and Cultural Variation, Annual IssoTL Conference, Liverpool, October
Lefoe, G. (2010). Creating the future: Changing culture through leadership capacity development. In. Ehlers, U. D. &
Schneckenberg, D. (Eds.), Changing Cultures in higher education. A handbook for strategic change pp189-204. Heidelberg:
Springer Verlag.
Lefoe, G., & Parrish, D., (2010). Strategic leadership capacity development for ICT: Moving beyond learning on the job. In C.H.
Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future.
Proceedings ascilite Sydney 2010 (pp.542-547). http://ascilite.org.au/conferences/sydney10/procs/Lefoe-concise.pdf
Lefoe, G & University of Wollongong, (2006). Project LE69: Distributive leadership for learning and teaching; developing the
faculty scholar model.
Lefoe, G., Smigiel, H., & Parrish, D. (2007). Enhancing higher education through leadership capacity development: Progressing
the faculty scholars model. In Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA
Annual Conference [CD-ROM], Adelaide, 8-11 July (pp. 228 - 234). Milperra, NSW: HERDSA.
Parrish, D., & Lefoe, G. (2008a). The GREEN report: Growing • Reflecting • Enabling • Engaging • Networking. A Report on the
Development of Leadership Capacity in Higher Education. Wollongong: University of Wollongong & Australian Learning
and Teaching Council. Retrieved 9/3/2009 from
http://www.uow.edu.au/cedir/DistributiveLeadership/docs/GREEN_Report.pdf.
Parrish, D., & Lefoe, G. (2008b). The GREEN resource: Growing • Reflecting • Enabling • Engaging • Networking. A Report on
the Development of Leadership Capacity in Higher Education. Wollongong: University of Wollongong & Australian Learning
and Teaching Council. Retrieved 9/3/2009 from http://www.uow.edu.au/cedir/DistributiveLeadership/resources.html.
17