From learning without limits to leading without limits: An autobiographical reflective case study of leading academic development within higher education

Taylor, Claire (2019) From learning without limits to leading without limits: An autobiographical reflective case study of leading academic development within higher education. Innovations in Education & Teaching International. ISSN 1470-3297

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Abstract

This autobiographical case study reflects upon how a senior academic leader repurposed the Learning without Limits pedagogical framework originally developed within UK primary and secondary school settings to inform the development of a new transformational leadership framework within a higher education setting. Kolb’s Experiential Learning Cycle is used to structure an analytically self-reflective account of the leadership behaviours deployed for a distributed model of academic development to be effective, viewed through the lens of Learning without Limits. As a result, a new framework to inform effective approaches to the leadership of change in higher education is suggested: Leading without Limits.

Item Type: Article
Depositing User: Hayley Dennis
Date Deposited: 13 May 2019 14:02
Last Modified: 13 May 2019 14:25
URI: http://glyndwr.repository.guildhe.ac.uk/id/eprint/17409

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