Exploding hierarchies for educational change: Leveraging "third spaces" within Solent University's Transformation Academy

Karen Heard-Laureote; Carina Buckley

doi:10.1007/978-3-030-92979-4_3

Exploding hierarchies for educational change: Leveraging "third spaces" within Solent University's Transformation Academy

Research output: Chapter in Book/Report/Published conference proceeding › Chapter › peer-review

Abstract

This chapter explores how and to what extent a major cross-institutional change project, delivering sustainable learning and teaching through Solent University’s online pivot, triggered the explosion of traditional hierarchies, coalescing teams of previously dispersed roles for implementation. The Transformation Academy, led by Solent Learning and Teaching Institute, aimed to ready academic staff for the online delivery of 150 courses within 12 weeks, by September 2020. Project success meant overlooking established role titles, traditional remits, and formal line management structures, favouring instead a full, fluid, and atypical collaboration between Academic Development and Learning Technologies staff often compartmentalised in organisational structures. Preliminary findings suggest that learning and teaching initiatives should embrace such flexibility to benefit from wider abilities and knowledge to effectively deliver a project beyond job description confines.

Original language	English
Title of host publication	Agile learning environments amid disruption
Subtitle of host publication	Evaluating academic innovations in Higher Education during COVID-19
Editors	Md Golam Jamil, Dawn A. Morley
Publisher	Springer
Pages	35-49
ISBN (Electronic)	978-3-030-92979-4
ISBN (Print)	9783030929787
DOIs	https://doi.org/10.1007/978-3-030-92979-4_3
Publication status	Published - 13 Dec 2022

Access to Document

10.1007/978-3-030-92979-4_3

Embargoed Document

Accepted manuscript
Accepted author manuscript, 289 KB
Licence: CC BY-NC-ND
Embargo ends: 13/12/24

Embargoed Document

Exploding hierarchies table
Accepted author manuscript, 67.5 KB
Licence: CC BY-NC-ND
Embargo ends: 13/12/24

Cite this

Heard-Laureote, K., & Buckley, C. (2022). Exploding hierarchies for educational change: Leveraging "third spaces" within Solent University's Transformation Academy. In M. G. Jamil, & D. A. Morley (Eds.), Agile learning environments amid disruption: Evaluating academic innovations in Higher Education during COVID-19 (pp. 35-49). Springer. https://doi.org/10.1007/978-3-030-92979-4_3

@inbook{0e062d80fa7948ada30ebf56f3f5cdd8,

title = "Exploding hierarchies for educational change: Leveraging {"}third spaces{"} within Solent University's Transformation Academy",

abstract = "This chapter explores how and to what extent a major cross-institutional change project, delivering sustainable learning and teaching through Solent University{\textquoteright}s online pivot, triggered the explosion of traditional hierarchies, coalescing teams of previously dispersed roles for implementation. The Transformation Academy, led by Solent Learning and Teaching Institute, aimed to ready academic staff for the online delivery of 150 courses within 12 weeks, by September 2020. Project success meant overlooking established role titles, traditional remits, and formal line management structures, favouring instead a full, fluid, and atypical collaboration between Academic Development and Learning Technologies staff often compartmentalised in organisational structures. Preliminary findings suggest that learning and teaching initiatives should embrace such flexibility to benefit from wider abilities and knowledge to effectively deliver a project beyond job description confines.",

author = "Karen Heard-Laureote and Carina Buckley",

year = "2022",

month = dec,

day = "13",

doi = "10.1007/978-3-030-92979-4_3",

language = "English",

isbn = "9783030929787",

pages = "35--49",

editor = "Jamil, {Md Golam} and Morley, {Dawn A.}",

booktitle = "Agile learning environments amid disruption",

publisher = "Springer",

}

Exploding hierarchies for educational change : Leveraging "third spaces" within Solent University's Transformation Academy. / Heard-Laureote, Karen; Buckley, Carina.

Agile learning environments amid disruption: Evaluating academic innovations in Higher Education during COVID-19. ed. / Md Golam Jamil; Dawn A. Morley. Springer, 2022. p. 35-49.

Research output: Chapter in Book/Report/Published conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Exploding hierarchies for educational change

T2 - Leveraging "third spaces" within Solent University's Transformation Academy

AU - Heard-Laureote, Karen

AU - Buckley, Carina

PY - 2022/12/13

Y1 - 2022/12/13

N2 - This chapter explores how and to what extent a major cross-institutional change project, delivering sustainable learning and teaching through Solent University’s online pivot, triggered the explosion of traditional hierarchies, coalescing teams of previously dispersed roles for implementation. The Transformation Academy, led by Solent Learning and Teaching Institute, aimed to ready academic staff for the online delivery of 150 courses within 12 weeks, by September 2020. Project success meant overlooking established role titles, traditional remits, and formal line management structures, favouring instead a full, fluid, and atypical collaboration between Academic Development and Learning Technologies staff often compartmentalised in organisational structures. Preliminary findings suggest that learning and teaching initiatives should embrace such flexibility to benefit from wider abilities and knowledge to effectively deliver a project beyond job description confines.

AB - This chapter explores how and to what extent a major cross-institutional change project, delivering sustainable learning and teaching through Solent University’s online pivot, triggered the explosion of traditional hierarchies, coalescing teams of previously dispersed roles for implementation. The Transformation Academy, led by Solent Learning and Teaching Institute, aimed to ready academic staff for the online delivery of 150 courses within 12 weeks, by September 2020. Project success meant overlooking established role titles, traditional remits, and formal line management structures, favouring instead a full, fluid, and atypical collaboration between Academic Development and Learning Technologies staff often compartmentalised in organisational structures. Preliminary findings suggest that learning and teaching initiatives should embrace such flexibility to benefit from wider abilities and knowledge to effectively deliver a project beyond job description confines.

U2 - 10.1007/978-3-030-92979-4_3

DO - 10.1007/978-3-030-92979-4_3

M3 - Chapter

SN - 9783030929787

SP - 35

EP - 49

BT - Agile learning environments amid disruption

A2 - Jamil, Md Golam

A2 - Morley, Dawn A.

PB - Springer

ER -