Herding cats and losing weight:how to improve learning and teaching

David JonesCurriculum Design and Development Unit http://cdd.cqu.edu.auhttp://davidtjones.wordpress.com

AUQA and quality

management

Enterprise Systems and LMS

Techno-rationalism and top-down management

http://www.flickr.com/photos/esparta/482348262/

Business analysts

Staff DevelopmentCE

QConsistenc

Grants

Teaching qualifications for academics

Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.

http://flickr.com/photos/erikcharlton/1481121536/

Richard F. Elmore, Gregory Anrig Professor of Educational LeadershipHarvard Graduate School of Education.http://bluyonder.wordpress.com/2007/09/24/teaching-isnt-rocket-

science/

Improving teaching is much more complex than that

(Rittel & Webber, 1973)

http://www.flickr.com/photos/wxmom/2052715752/

Wicked problems

As you solve the problemyou learn more about it

There is no stopping rule

Solutions are neitherright nor wrong

There is no ultimate

test of a solutionYou can’t identifyall potential solns.

The problem can be described in many ways

Every one isessentiallyunique

http://www.flickr.com/photos/jaygooby/3885498720/

Overview

http://www.flickr.com/photos/sookie/100608625/

Who? Why

? What?

Herding cats

Losing weight

Reflective alignment

Solutions?

Overview

Who? Why

? What?

Herding cats

Losing weight

Solutions?

E-learning and innovation specialist

http://www.flickr.com/photos/kamshots/328310142/

http://davidtjones.wordpress.com/elearning-and-innovation/

consults effectively and broadly with key stakeholders

primary purpose is to promote strategic e-learning development

provides strategic advice and leadership in learning and teaching innovation,

In big industry new ideas are invited to rear their

heads so they can be clobbered at once.

The idea department of a big firm is a sort of lab for isolating dangerous viruses.

http://www.flickr.com/photos/p373/1655304819/

Leadership becomes faith-based, while employees who have the temerity to suggest that what seems to be happening is in fact happening are herded into Innovation Departments, where they can be ignored en masse.

This shunting aside of the realists in favor of the fabulists has different effects on different industries at different times.

(Shirky, 2009)

http://www.flickr.com/photos/sis/36957802/

Why so negative?

http://flickr.com/photos/aviatordave/7007033/

http://commons.wikimedia.org/wiki/File:Tolstoy_portrait_tolstoy.ru.jpg

The most difficult subjects

can be explained to the most slow-witted man if he has not formed any idea of them already;

but the simplest thing cannot be made clear to the

most intelligent man if he is firmly persuaded that he knows already, without a shadow of doubt, what is laid before him.

(Tolstoy, 1893)

Could be I’m a popo

http://www.flickr.com/photos/elblogazo/10675300/

Phillip Hughes

http://www.flickr.com/photos/zoonabar/3759151925/

Matches: 5

Innings: 9

Runs: 472

High score: 160

Average: 52.44

(20 years old)

Phillip Hughes

http://www.flickr.com/photos/zoonabar/3759151925/

Matches: 5

Innings: 9

Runs: 472

High score: 160

Average: 52.44

(20 years old)

one of his flaws is to play

shots while still in the air.(English, 2009)

the problem-solving mode narrows our gaze in much the same manner that a blinder over one eye narrows the field of vision and distorts one'sperception of depth.

(Cooperrider and Srivastva, 1987)

http://www.flickr.com/photos/lupinehorror/2659454214/

Doing more of what works

http://www.flickr.com/photos/jpockele/455671560/

(Hammond, 1998)

http://www.flickr.com/photos/joeshlabotnik/2515458946/

“I will try to improve my game in all aspects.”

(Cricinfo Staff, 2009)

Hughes has spent time in the nets

trying to overcome the problems

“His (Warne) advice was to always stay positive.”

http://flickr.com/photos/darkpatator/1860880739/

It’s not how bad you start,It’s how quickly you get better.

the problem-solving mode narrows our gaze in much the same manner that a blinder over one eye narrows the field of vision and distorts one'sperception of depth.

(Cooperrider and Srivastva, 1987)

http://www.flickr.com/photos/lupinehorror/2659454214/

Theory furnishes alternatives forsocial innovation ..opens vistas foraction; expansion of

"the realm of the possible."(Cooperrider and Srivastva,

Complex-adaptive systems Cognitive

neuroscience

http://www.flickr.com/photos/themadlolscientist/2543882652/

Connectivism

Management

Organisationalchange

Informationsystems

Academic staff

development

Overview

Who? Why

? What?

Herding cats

Losing weight

Solutions?

http://www.flickr.com/photos/back_garage/3771400792/

1 13 25 37 49 61 73 85 97 1091211331451571691811932052172292412532652772893013133253373493613733853970

http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png

Moore’s chasm

(Geoghegan, 1994)

http://www.flickr.com/photos/takomabibelot/2045125583/

Inform the position - accountabilities

Identify opportunities Communicate & publish

Continuous improvement Scholarship of

http://www.flickr.com/photos/takomabibelot/358885118/

Escape the banishment of the innovation department

http://www.flickr.com/photos/diegocupolo/3327792972/

(Lyyttinen, Mathiassen and Ropponen 1998)

1. Profile the situation, identify risks

2. Understand available approaches

3. Link chosen approach to situation in order to resolve risk

http://www.flickr.com/photos/coldcut/3363518168/

Frames…”definitions of organizational reality that serve as vehicles for understanding and action”

http://www.flickr.com/photos/carbonnyc/76468122/

Typically operate in the

background and have both facilitating and constraining effects

Common sense (the things we take for granted)is the big obstacle for innovation – Sir Ken Robinson

(Orlikowski & Gash, 1994)

(Gioia, 1986)

AUQA and quality

management

Enterprise Systems and LMS

Techno-rationalism and top-down management

http://www.flickr.com/photos/esparta/482348262/

Business analysts

Staff DevelopmentCE

QConsistenc

Grants

Teaching qualifcations for academics

we need to today to stand out and

reclaim our position as a national innovator and leader in the Teaching & Learning space (Bowman,

http://www.flickr.com/photos/brennanmoore/2446682892/

“Quality of teaching”, CQU AUQA theme 2010

http://www.flickr.com/photos/click-photo/2242941940/

I certainly feel that whenever I put an idea up to the organisationthat it and me get either gently ignored or severely clobbered.

I am slowly learning to not bother,

sort of like Pavlov's dog.

In big industry new ideas are invited to rear their

heads so they can be clobbered at once.

The idea department of a big firm is a sort of lab for isolating dangerous viruses.

http://www.flickr.com/photos/p373/1655304819/

Overview

Who? Why

? What?

Herding cats

Losing weight

Solutions?

All current institutional attempts to improve L&T are

http://www.flickr.com/photos/stignygaard/450634459/

Top-down

External

Episodic Teleologica

lDiscontinuous

based on hidden assumptions

http://www.flickr.com/photos/12023825@N04/2898021822/

that fail to engage with the realities andnature of the task

http://www.flickr.com/photos/fireflythegreat/2845637227/

the result is slavish faddism,minimal real change in L&T……..

http://www.flickr.com/photos/tonythemisfit/2592267101/

Moore’s chasm

(Geoghegan, 1994)

There are alternatives

that may provide better solutions

http://www.flickr.com/photos/kurtizanka/3401297648/

http://www.flickr.com/photos/hooverine/2802881741/

http://www.flickr.com/photos/ajawin/3529598834/

We use metaphors constantly to openour eyes and sensitize us to phenomenal realities that otherwise might go unnoticed. (Cooperrider and Srivastva,

http://www.flickr.com/photos/m500/3484125623/

Overview

Who? Why

? What?

Herding cats

Losing weight

Solutions?

Three levels of teaching

1. What the student is.

2. What the teacher does.

3. What the student does.

http://www.flickr.com/photos/frozenchipmunk/85344374/

(Prosser & Trigwell, 1999; Biggs, 2001)

Three levels of improving teaching

1. What the teacher is.

2. What management does.

(Jones, 2009)

Pre-massification

Herding cats

Losing weight

institution

The orders of change

institution

(Bartunek and Moch, 1987)

1. Tacit reinforcement ofpresent understandings

institution

2. Conscious modification

of present schematain a particular direction

institution

2. Conscious modification

of present schematain a particular direction

3. Training of people to be aware of their schemataand thereby more able tochange these as they see fit

institution

Overview

Who? Why

? What?

Herding cats

Losing weight

Solutions?

http://www.youtube.com/watch?v=m_MaJDK3VNE&feature=fvste3

1430 Scholar google hits: “herding cats” academic

Academic Governance: The Art of Herding Cats

The academic chairperson: Leading faculty is like herding cats

Herding cats and nailing jello: Reflections on becoming a dean

Herding cats: Or, how are online classeschanging the education paradigm?

Herding cats or luxuriating in talent?Leadership and management of universities

http://www.flickr.com/photos/australianshepherds/3593274951/

Abstraction – the participants

Graduate attributes

Moodle/LMS Minimum

standards

Blended learning

Examples

Herders

Senior management

Middle management

IT Staff

Curriculum design

Quality

Faculty support staff ..

Faculty

Vice-Chancellor

Human Resources

ITD Quality Faculty Library

Abstraction – the process

1. Identify the goal

2. Make sure we have the right herders and herding equipment

3. Get the cats to the goal

1. Identify the goal

2. Make sure we have the right herders and herding equipment

3. Get the cats to the goal

http://www.flickr.com/photos/jaqian/336059245/

Goal achieved

Limitations

http://www.flickr.com/photos/mwichary/2188958154/

1. System behaviour is relatively stable and predictable

2. Designer is able to manipulate system behaviour

3. Designer able to accurately determine

goals or criteria for success

(Introna, 1996)

Limitations (Introna,

CostAnalysis & Design

Maintenance

Replacement

Big up front design (BUFD) (Truex, Baskerville and Klein,

http://www.flickr.com/photos/mauricedb/2706292588/

Maintenance

Replacement

Herding cats

Maintenance

Replacement

Herding cats “Heaven”

Maintenance

Replacement

Herding cats “Heaven” Herding cats

Episodic change(Weick and Quinn, 1999)

Author Herding cats Losing weightWeick & Quinn (1999) Episodic change Continuous changeBrews & Hunt (1999) Planning school Learning schoolSeely Brown & Hagel (2005)

Push system Pull systems

Hutchins (1991) Supervisor reflection and intervention

Local adjustment

Truex et al (2000) Traditional design Emergent designMarch (1991) Exploitation ExplorationBoehm & Turner (2003)

Plan-driven Agile

Mintzberg (1989) Deliberate strategy Emergent StrategyKurtz & Snowden (2007)

Idealistic Naturalistic

Maintenance

Replacement

Maintenance

Replacement

Big up front design (BUFD)

Stable systems drag

Assumes the aim is to develop stable systemswith primary goals of low maintenance andlong life spans

(Truex, Baskerville and Klein, 1999)

http://www.flickr.com/photos/billgarrett-newagecrap/1439594832/

Stable universities? Globalised economy

Post-industrial information age

More diversity Uncertainty about the future and other developments highlight the importance of building institutions

that are responsive to change(CRHEFP, 1997)

There can be no doubt that universities

operate in a continuously changing environment. It is how they, as an organisation, respond to the changes that determines their legitimacy and relevance going forward.

(CQU, 2005)

Wicked problems

The three-body problem Given

• Current position

• Mass, and• velocity

Predict where they’ll be in a day

http://www.flickr.com/photos/coda/190168058/

The three-body problem

http://www.flickr.com/photos/coda/190168058/

The solar system, and more

particularly the inner solar system, is strongly chaotic(Laskar,

Assumption of Newtonian physics

http://www.flickr.com/photos/r-z/1573332373/

Dominant ideology in organizationsand management science(Snowden,

the great narrative of science shares with the great religious narratives the idea that there is order to the universe

(Postman, 1995)

Frames…”definitions of organizational reality that serve as vehicles for understanding and action”

http://www.flickr.com/photos/carbonnyc/76468122/

Typically operate in the

background and have both facilitating and constraining effects

Common sense (the things we take for granted)is the big obstacle for innovation – Sir Ken Robinson

(Orlikowski & Gash, 1994)

(Gioia, 1986)

Consistency is thelast refuge of theunimaginative

http://www.flickr.com/photos/dpms/2743090877/

- Cause and effect are only coherent in retrospect and do not repeat- Pattern management- Perspective filters- Complex adaptive systems- Probe-Sense-Respond

• Cause and effect separated over time and space

• Analytical/Reductionist• Scenarios planning• Systems thinking• Sense-Analyse-Respond

• Cause and effect relationships repeatable, perceivable and predictable

• Legitimate best practice• Standard operating procedures• Process reengineering• Sense-Categorise-Respond

- No cause and effect relationships perceivable- Stability-focused intervention- Enactment tools- Crisis management- Act-Sense-Respond

Cynefin Framework (Snowden and Boone,

2007)System and agents co-evolve

System constrains agents

No constraints

http://www.flickr.com/photos/nov03/3663469686/

Complex

Knowable

No constraints

Complex

Improving

learning &teaching

Knowable

No constraints

Complex

Improving

learning &teaching

Knowable

http://www.flickr.com/photos/nagillum/504973920/

There is, of course, a long tradition of research that

highlights the many ways workers resist managerialcontrol (Fleming and Spicer,

sabotage

(Mars, 1982)

careful carelessness(Prasad and Prasad, 1998)

hidden transcripts(Scott, 1985)

indirect resistance(Ong, 1987)

subjective resistance(Kondo, 1990)

http://www.flickr.com/photos/nagillum/504973920/

…more Working to

rule (Findlow, 2008)

Camouflage, conformance(Snowden,

2002)Task corruption

(White, 2006)

Amputation

Simulation

Workarounds (Pollock,

Reinvention

(Rogers, 1995)

Shadow systems (Shaw,

Hypothetical

http://www.flickr.com/photos/tinou/96393863/

Hypothetical

1. Investigate the causes

2. Research literature to identify best practice

3. Undertake a redesign informed by best practice

4. Evaluate the redesign, reflect

and make more changes

change the assessment to satisfy the institutional requirements of satisfied

students and reasonable pass ratesrather than explore an alternative

learning and teaching approach

change the assessment to satisfy the institutional requirements of satisfied

students and reasonable pass rates

an effective solution in the current higher education

environment that encourages the academic to prioritise other areas, such as research.

rather than explore an alternative

learning and teaching approach

(Tutty, Sheard et al, 2008)

human rationality and

methods of inquiry

(Baskerville, Travis & Truex, 1992)

http://www.flickr.com/photos/31333486@N00/1906022136/

based on the idea of modernism where

can achieve their ultimate purpose of discovering and identifying universal truths

People aren’t rational

Bounded rationality (Simon,

1991)Reliance on intuition, instinctsand simple heuristics(Jamieson & Hyland,

2006)Systematic biases influence judgment (Tversky and Kahneman,

37 cognitive biases (Arnott,

Inherent limits in organisational

substantive rationality(Cecez-Kecmanovic, et al, 2002)

Innovation and change

within universitiescan never be mere rational processes(Jones and O’Shea,

2004)http://www.flickr.com/photos/joelogon/3132985694/

6 biases of managersRole

Managers take charge

Cognitive

Manager as intuitivescientists

Normative

Managers actappropriately

Self-efficacy

The illusion ofcontrol

Commitment

The trappedmanager

Expectancy

The placebo effect

Limitations

(Introna, 1996)

Fads, fashions and band wagonsPurpose proxies

Model 1 behaviour

Technology gravity

(Birnbaum, 2000; Swanson and Ramiller, 2004)

Suboptimal stable equilibria(March, 1991)

(Introna, 1996)

http://www.flickr.com/photos/technodad/3722564852/

(Argyris et al, 1985)

(McDonald & Gibbons, 2009)

http://www.flickr.com/photos/bdjsb7/2687659827/

Model 1 Behaviour

Define goals and try to achieve them

Maximize winning and minimize losing

Minimize generating or expressing negative feelings

Be rational

http://www.youtube.com/watch?v=3d9SjWuqa-s

Moore’s chasm

(Geoghegan, 1994)

Overview

Who? Why

? What?

Herding cats

Losing weight

Solutions?

How many of you are overweight?

How do you lose weight?

http://www.flickr.com/photos/golf_pictures/2187242989/

http://www.youtube.com/watch?v=VKs0oEIVOck

20% successful at long term weight loss and maintenance (Wing and Phelan,

1. High levels of physical activity

6 key strategies

2. Diet low in calories and fat

3. Eating breakfast

4. Self-monitoring of weight

5. A consistent eating pattern

6. Catching “slips” before they turn into larger regains

obvious from previous studies that

permanent weight loss requires behavioural changes that lead to reduced energy intake and/or increased energy expenditure(Sarlio-Lahteenkorva,

(Sarlio-Lahteenkorva, 2007)

Several social, behavioural, physiological and environmental factors are known to be associated with weight gain, obesity and weight loss

People aren’t rational

Bounded rationality (Simon,

1991)Reliance on intuition, instinctsand simply heuristics(Jamieson & Hyland,

2006)Systematic biases influence judgment (Tversky and Kahneman,

37 cognitive biases (Arnott,

Inherent limits in organisational

substantive rationality(Cecez-Kecmanovic, et al, 2002)

Innovation and change

within universitiescan never be mere rational processes(Jones and O’Shea,

2004)http://www.flickr.com/photos/joelogon/3132985694/

Individual responsibility is often emphasized, but changing the environment rather than putting the main burden on the individualscould perhaps result in better weight maintenance

What is good teaching?

disagreement over the definition of good teaching

or, in some cases, the belief that teaching quality cannot be measured

(Trigwell, 2001)

http://www.flickr.com/photos/blmurch/720609503/

Teacher-centered/content-oriented

Student-centered/

learning-oriented

Impartinginformation

Transmittingstructuredknowledge

Facilitatingunderstanding

Conceptualchange/

intellectualdevelopment

Studentteacherinteraction/apprenticeship

Conceptions of teaching (Kember,

GoodBad

http://www.flickr.com/photos/foundphotoslj/466713478/

Conceptions of teaching and learning

Student-centered/

learning-oriented

Conceptualchange/

Genuine improvement in teachers has to beginwith a change in their thinking about T&L(Ho, et al.,

Student

Teachers’Strategies

Teaching/LearningContext

Model of university teaching

(Trigwell, 2001)

http://www.flickr.com/photos/dnorman/177883109/

Teachers’Planning

Teachers’Thinking

Student

Conceptions

(Trigwell, 2001)

Teachers’Planning

Teachers’Thinking

Efforts to improve teaching fail because

complexity of teaching is underestimated

Does not consider the integrated

system of relationships (Leveson, 2004)

Implementation of Moodle

Moodle

Student

Teachers’Planning

Teachers’Thinking

(Katz, 2003)

experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force

Maintenance

Replacement

Staff development

StaffDev.

Student

Teachers’Planning

Teachers’Thinking

Help academics developgeneric skills

Clash with conceptions

Query, defense, compliancetask corruption

(Ho, et al., 2001)

Moore’s chasm

(Geoghegan, 1994)

Teaching qualifications

GCL&T Becomes a purpose proxy

Student

Teachers’Planning

Teachers’Thinking

What about the context?

Student

Teachers’Planning

Teachers’Thinking

Student

Teachers’Planning

Teachers’Thinking

Teaching/LearningContextcurrent institutional policies,

including teaching and learning

quality measures and lack of resources, are compromising the way subjects are delivered.

In some cases academics are

discouraged from improving their teaching practice

Organisational priorities can negatively impact upon how academics approach their teaching responsibilities with the consequence that students can sense their distance from teaching

(White, 2006)

Student

Teachers’Planning

Teachers’Thinking

conceptions are regarded asbeing context-dependent

(Leveson, 2004)

Teaching intentions thus reflect a compromisebetween teachers’ conceptions of teaching andtheir academic and social contexts.(Norton et al,

Student

Teachers’Planning

Teachers’Thinking

Teaching/LearningContextGood teaching arises when academics

perceive

Control over their teaching Class size not too

largeWorkloads not to high

Department values teaching

(Prosser et al, 2003)

Student-centered/

learning-oriented

Conceptualchange/

Conceptions of teaching (Kember,

http://www.flickr.com/photos/foundphotoslj/466713478/

Little or no evidence of conceptual change from either

(Norton et al, 2005)

Increasing teaching experience

Formal training

Disciplinarycharacteristics

Conceptions ofteaching

Situationalfactors

Perceptions ofthe teachingenvironment

Approaches toteaching

(Richardson, 2005)

Integrated model

http://www.flickr.com/photos/hinkelstone/2435823037/

Overview

Who? Why

? What?

Herding cats

Losing weight

Solutions?

Wicked problems

http://www.flickr.com/photos/jaygooby/3885498720/

http://www.flickr.com/photos/watko/3836492881/

All aspects of theCQUni L&Tenvironment arealigned to enable andencourage

Informed by scholarship

reflective engagementwith L&T with the aimof achieving 3rd orderchange

At all levels

Management

Professional staff

Academic staff

Students

become

BLENDED

e-learning, face to face, print, laboratory, field work,

workplace

ENABLINGICT, HR practices, Infrastructure, Internal and External Partnerships

ntic L

Learning Environments

Systems, Practices, Partnerships

become

BLENDED

workplace

ntic L

become

BLENDED

workplace

ntic L

Master teachers are not born; they become. (Common, 1989)They become primarily

bydeveloping a habit of mind, a way of looking critically at the work they do

struggling to improve.

developing the courage to recognise faults, and

become

BLENDED

workplace

ntic L

Master teachers are not born; they become. (Common, 1989)They become primarily

bydeveloping a habit of mind, a way of looking critically at the work they do

struggling to improve.

developing the courage to recognise faults, and

All aspects of the CQUni L&T environment

are aligned to enable and encourage

become

BLENDED

workplace

ntic L

It’s a journey, not a destination

http://www.flickr.com/photos/myklroventine/2372327933/

Structure

Process

Conceptions

Environment

Could be I’m a popo

http://www.flickr.com/photos/elblogazo/10675300/

Structure

Process

Conceptions

Environment

20% successful at long term weight loss and maintenance (Wing and Phelan,

1. High levels of physical activity

6 key strategies

2. Diet low in calories and fat

3. Eating breakfast

4. Self-monitoring of weight

5. A consistent eating pattern

6. Catching “slips” before they turn into larger regains

Course and teaching evaluation

their current use does little to encourage teaching approaches in the higher categories.

Yet these are the current measures used to gauge quality in learning and teaching

and to allocate funding to institutions.

Well-organised subjects, with high pass rates and light to reasonable workloads, are likely to score well

with students even though they may not have encouraged or even required deep learning.

http://www.flickr.com/photos/us_army_rolling_along/3811567212/

Smile sheets

Participant reactions should be removed from evaluation models as a primary outcome of training (Holton,

“happiness indicators” indicate how wellparticipants liked the intervention without

addressing the issue of attaining change.

(Guskey, 2000)

Participants’ reactions to instructional development do not contribute to a clear picture of its real impact

(Weimer & Lenze, 1998)

http://www.flickr.com/photos/us_army_rolling_along/3811567212/

(Postareff et al, 2008)dissonance could be explained by

their inability to reflect on their own teaching in ways that challengedthe teaching approaches in their department

lack intrinsic motivation to

develop their approaches to be systematically learning-focused

e.g. Reflective problematization

(Booth and Anderberg, 2005)

“deliberate practice” emphasize the importance of helpingstudents monitor their learning so that they seek feedbackand actively evaluate their strategies and…levels of understanding

(Bransford et al, 2000; p224)

http://www.flickr.com/photos/linnybinnypix/2169240864/

http://www.flickr.com/photos/sylvar/1138341328/

Are you researcheror educator?

Promotion criteria primarilyvalue research(Zellweger, 2005)

Funded research andpublication of results has become…dominantin universities(Knapper,

http://www.flickr.com/photos/sylvar/1138341328/

More time teaching is a

negative influence on academic pay

The trend is worsening most rapidlyin institutions whose central missionfocuses on teaching and learning

(Fairweather, 2005)

The reputation of every university depends on the quality and commitment of staff for the advancement of its status, more than any other variable.

(Thomas, 2009)

http://www.flickr.com/photos/joeshlabotnik/305410323/

the Good Universities Guide, which confirmed USC as the only public university in Queensland

to obtain five stars for its quality of teaching.(Thomas, 2009)

http://www.flickr.com/photos/fdecomite/3402116037/

Structure

Process

Conceptions

Environment

Faculty

Vice-Chancellor

Human Resources

Where’s T&L responsibility?

Faculty

Vice-Chancellor

Human Resources

Faculty

Vice-Chancellor

Human Resources

Faculty

Vice-Chancellor

Human Resources

Faculty

Vice-Chancellor

Human Resources

Faculty

Vice-Chancellor

Human Resources

Faculty

Vice-Chancellor

Human Resources

Primary focus is L&T?

Faculty

Vice-Chancellor

Human Resources

Integration?

Convergence

Structure

Process

Conceptions

Environment

and that a field of study is progressed through the scholarly activity of building

new ideas which are then open to the same processes of public scrutiny.

(Wood & Friedel, 1989)approach to scholarship based on

an understanding of the communal

basis of all scholarly activity

that it is open to critique and evaluation by others;

that scholarship by its very nature is a public rather than private activity;

http://www.flickr.com/photos/ajschwegler/525742850/

http://www.flickr.com/photos/swanksalot/3433263368/

The distinctive quality of continuous changeis the idea that small continuous adjustments,created simultaneously across units, can cumulate and create substantial change.(Weick & Quinn,

http://www.flickr.com/photos/rwhitlock/3168043376/

Don’t deny another’s reality

To allow ourselves to be pulled by theconcerns out there rather than beingpushed by the concepts in here(Mintzberg et al,

Replace “logic of

replacement”with “logic of

attraction”

(Weick & Quinn, 1999)

Tell people what to do

Show people how to be

http://www.flickr.com/photos/bdjsb7/2687659827/

Model 1

Define goals and try to achieve them

Maximize winning and minimize losing

Minimize generating or expressing negative feelings

Be rational

Model 2

Valid information

Free and informed choice

Internal commitment to the choice and constant monitoring of its implementation

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Safe-fail

Not fail safe

(Snowden and Boone, 2007)

http://www.flickr.com/photos/criminalintent/2744040362/

A university is defined by thequality of its academic conversations,not by the technologies that service them. (Laurillard,

http://www.flickr.com/photos/criminalintent/2744040362/

Diverse

Knowledge centered

Scholarly

Self-managed

The end

http://www.flickr.com/photos/kleiner_riese_74/3937978535/

Pre-massification

Herding cats

Losing weight

institution

http://www.flickr.com/photos/watko/3836492881/

All aspects of theCQUni L&Tenvironment arealigned to enable andencourage

Informed by scholarship

reflective engagementwith L&T with the aimof achieving 3rd orderchange

At all levels

Management

Professional staff

Academic staff

Students

http://www.youtube.com/watch?v=m_MaJDK3VNE&feature=fvste3

become

BLENDED

workplace

ntic L

http://flickr.com/photos/lwr/12364944/

Questions?

http://dilbert.com/strips/comic/2009-09-17/

http://davidtjones.wordpress.com/elearning-and-innovation/

More discussions, questions, and resources

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The fat cats

http://www.flickr.com/photos/psyberartist/3649129114/

http://www.flickr.com/photos/yukariryu/122530930/

http://www.flickr.com/photos/yukariryu/122530953/

http://www.flickr.com/photos/psyberartist/2252932817/

http://www.flickr.com/photos/tuey/213514346/

http://www.flickr.com/photos/dq090702/2836742345/

http://www.flickr.com/photos/torenc/123932867/

http://www.flickr.com/photos/dq090702/2837577272/

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