Leading toward education change

The quest for a foundation of leadership theory and research that will support accessible, open, engaging, inclusive and high quality education continues.  This applies to all sectors of education, although the leadership requirements for K-12 and higher education, for example, are likely quite different. 

 Here are some things to read regarding higher education:

Someone asked me in my presentation for the Follow the Sun conference to provide the reference suggesting higher education is resistant to change:

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.

"We hardly need to be reminded that higher education institutions, especially universities, are notorious resisters to change" (p. 102).

I like this statement as well - leaders take note!

"There is growing evidence and a sentiment that sitting in a large lecture hall three times a week is not intellectually stimulating or perhaps worth the commute to campus" (p. 104).  

Garrison has other things to say about  how leadership can support the adoption of blended learning in higher education:

Garrison, D. R. (2005). Transformative leadership and blended learning in higher education. CHERD Notes, 3 (winter).
Vaughan, N., & Garrison, D. R. (2006). A blended faculty community of inquiry: Linking leadership, course redesign and evaluation. Canadian Journal of University Continuing Education, 32(2), 67-92. 

Garrison, D.R. & Vaughan, N. (2008). Blended learning in higher education. San Francisco, CA: Jossey-Bass. (Organizational Change, Appendix 1).

 Here is another valuable article on institutional identity:

Organizational identity and leadership
http://0-www.springerlink.com.aupac.lib.athabascau.ca/content/5170297766447022/fulltext.html

I want to share what I am observing from  KTH in Sweden as they consider the use of technology for learning.  Stay tuned ....