Leadership and Pedagogical Change Accidental, Ad-Hoc, or Arranged?

1. Leadership and Pedagogical ChangeAccidental, Ad-Hoc, or Arranged? M. Cleveland-Innes, PhD Athabasca University/KTH Lena Gumaelius, PhD KTH Royal Institute of Technology  Ann-Sofie Henriksson LL.M. KTH Royal Institute of Technology  CSSHE 2013 Victoria, B.C.

2. Agenda CSSHE 2013 Victoria, B.C

3. Demands for accountability Information explosion Financial and funding support Globalization of human activities 21st Century core capabilities Costs Employment sector transformations Inter-institutional competition Student demographics Technology Quality of instruction Many forces are driving the need for change in higher education

4. Transformed higher education • Learner centered rather than faculty centered • Affordable, cost-effective, and increasingly supported by the private marketplace • Stressing lifelong learning, with extensive opportunities for adults • Providing learning environments more compatible with lifestyles and career needs • Serving global rather than merely regional markets • Utilizing technology to provide anytime-anywhere learning opportunities • Stressing highly customized learning experiences tailored to a diverse clientele • Capable of rapid evolution to serve a rapidly changing world Duderstat, 2002 Duderstadt, James J., Daniel E. Atkins, and Douglas Van Houweling. 2002. Higher Education in the Digital Age: Technology Issues and Strategies for American Colleges and Universities. Westport, CT: Praeger. CSSHE 2013 Victoria, B.C

5. …… removal of barriers that restrict access to and success in university-level study ……. increasing equality of educational opportunity for adult learners worldwide … custodian of the role of technology in society ….. responsibility for its impact: creating innovative solutions to global challenges CSSHE 2013 Victoria, B.C

6. KTH Facts: 14 000 students 1 700 graduate students 4 600 employees “KTH in Stockholm is the largest, oldest and most international technical university in Sweden”.

7. “Information technology as an integral part of everyday life has altered conditions for university studies fundamentally by 2027. Competition is becoming global when courses, to an ever larger extent, are offered via cloud computing networks and when teaching materials are becoming omnipresent. e-education is a self-evident part of competitive bids for university studies. There is a special challenge in acquiring and maintaining a leading position in both ICT research and e-education.” http://www.kth.se/polopoly_fs/1.178308!/Menu/general/column-content/attachment/v2027en%20slutversion.pdf CSSHE 2013 Victoria, B.C

8. KTH Strategic plan 2013-2016 ”The generation that is now looking to higher education have grown up with the Internet as a natural part of life, and there are rapid developments in e-learning. Consequences for universities who do not respond to this development may be significant.” One of the major goals in the plan: E-learning to be an integral part of kth educational programmes The strategic plan is specified in a ”Vision for e-learning at KTH 2016” CSSHE 2013 Victoria, B.C

9. School of Education and Communication in Engineering Sciences (ECE) A new School at KTH since 2011 (Library, Language education, Customized education for businesses and organizations, Faculty training, Outreach, Teacher education, Net based education and IT environment)

10. Implementation according to research done and proven experience Teaching and Learning in Higher Education Unit:Enhance e-learning that is learning supported by digital tools. This includes designing learning acitivities (videos, clickers, discussion foras) and relevant support for efficient administration of educational acitivities (such as processes for assignments, course evaluations etc.). CSSHE 2013 Victoria, B.C

11. Research baseddevelopment • Building up a research team in the subject Engineering education whish has expertize in net-based learning and who can study outcomes of implementing new methods. CSSHE 2013 Victoria, B.C

12. Support and training for middle management educational leaders • Network for program leaders • Leadership program for educational leaders (program directors, directors of studies, educational directors) • Support to leaders: program development, group development of teaching teams, seminars and workshops for teachers as a starting point for development. • Roles for a faculty development unit: support, catalyst, critical friends, experts, teachers, process leaders, link to KTH managment… Congress 2011 CSSHE

13. A Swedish perspective on implementing pedagogical change • Compulsory faculty training courses • Changes in society, debate on e-learning • Policy documents • Support and training for middle management educational leaders Congress 2011 CSSHE

14. Canadian higher education and pedagogical change “It is unrealistic to expect higher education faculty to have sound, current, content expertise, a productive research program, an active service commitment AND be expert online teachers.“ “All the teaching development and technology training possible will not yield the teaching change required in the 21st century, even for the most motivated, until the context changes, such that teaching is a central focus, rewarded and supported in ways that it has not in the past .” SSHRC-funded research on pedagogical change at Canadian institutions CSSHE 2013 Victoria, B.C

15. The increasing need for ID/ED Embedded material Learning theory+ CSSHE 2013 Victoria, B.C Technology X Factor

16. Testing Faculty views In 2020, higher education will not be much different from the way it is today. While people will be accessing more resources in classrooms through the use of large screens, teleconferencing, and personal wireless smart devices, most universities will mostly require in-person, on-campus attendance of students most of the time at courses featuring a lot of traditional lectures. Most universities’ assessment of learning and their requirements for graduation will be about the same as they are now. OR By 2020, higher education will be quite different from the way it is today. There will be mass adoption of teleconferencing and distance learning to leverage expert resources. Significant numbers of learning activities will move to individualized, just-in-time learning approaches. There will be a transition to “hybrid” classes that combine online learning components with less-frequent on-campus, in-person class meetings. Most universities’ assessment of learning will take into account more individually-oriented outcomes and capacities that are relevant to subject mastery. Requirements for graduation will be significantly shifted to customized outcomes. CSSHE 2013 Victoria, B.C

17. Leadership insights “The combined need for institutional and faculty role change points to the need for a new conceptualization of leadership, one that is more in keeping with the rapid, pervasive change which characterizes the current context of higher education . One possible approach, more collegial and collaborative than usual top-down, hierarchical structures, is distributed leadership.” Cleveland-Innes, Hrastinski, Balter & Wiseman (in press). CSSHE 2013 Victoria, B.C

18. Leadership insights Canadian faculty Swedish faculty Individual teachers can not solve problems that are more complex than their own room for maneuver allow. "Grassroots Leaders" are key to have impact from educational development. These leaders need networks, support and inspiration. • Unique history and culture …. affects the way a university operates & type of leadership • Institutional resource and bureaucratic constraints are key • Faculty will lead classroom change • Faculty are not open to change in response to changing economics CSSHE 2013 Victoria, B.C

19. In summary …. • The need for pedagogical change is embedded in institutional culture and responses to other pressures that are occurring at the same time. • Faculty need to stay faculty, and design work and technological expertise need to come from support functions. • The leadership required to move toward and manage the new higher education is not the leadership that brought us here. http://www1.tiaa-cref.org/institute/research/advancing_higher_education/ahe_nextmodel04112.html CSSHE 2013 Victoria, B.C

20. THANK YOU I would like to acknowledge the support of the Academic Research Committee at Athabasca University in the form of a Mission Critical Research Grant and the Social Sciences and Humanities Research Council for their support of this research.