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.
|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|
|Publication status||Published - 13 Dec 2022|