Creating the conditions for effective distributed leadership in higher education learning and teaching

Tensions exist between organisational structures and the realities of higher education institutions and their daily operations (Bain & Zundans-Fraser, 2016). Researchers have identified the significant impact of institutional practices on change (Eppel, Matheson & Watson, 2011; McNicholl, Ellis & Blake, 2013). Institutional regulations and procedures are often viewed as a constraint to creativity and innovation, suggesting a genuine examination is needed within institutions regarding current practices and possibilities (Hora, 2012). Organisational structures and culture have been identified as among the greatest challenges to change in higher education (Fumasoli & Stensaker, 2013; Pegg, 2013). Norton, Sonnemann and Cherastidtham (2013) highlight that universities send strong signals about what is valued through their practices. Kezar and Lester (2009) observe that individuals working within an institution develop a particular type of expertise that allows them to function within the institutional structures. Their agency is shaped by the institution’s priorities. This means that inefficiencies continue to be perpetuated as institutional foundations remain unchanged.

Distributed leadership has been identified as an approach that would address a number of these challenges. Distributed leadership is most effective when emphasis is placed “....on collective collaboration rather than individual power and control” (Jones, Lefoe, Harvey & Ryland, 2012, p. 67). Any effort to distribute leadership in an organisation is contingent upon the existence of an effective process for collaboration at all levels of the organisation. The literature on collaborative practice focuses on three key aspects – organisational culture and conditions required for collaboration (Jones et al., 2014; Oliver & Hyun, 2011; Zundans-Fraser & Bain, 2016a); the logistics and relationships required for effective collaboration (Deppeler & Huggins, 2010; Zundans-Fraser & Bain, 2016b); and building capacity in skills for collaboration (Jones et al., 2012; Kaplan, 2014). These are all qualities and skills required for distributed leadership to be undertaken, however the reality is that most higher education contexts have not been purposefully designed to reflect this kind of leadership model or thinking. The author argues that conditions need to be established within an institution that will support distributed leadership prior to implementation.

A framework will be proposed that contains a set of conditions in order to ensure the success of distributed leadership in higher education. The Framework for Distributed Learning (FDL) has evolved from the research and experiences of organisational change required to support whole of institution capacity building in quality learning and teaching in an Australian regional university.