Sandra Jones
RMIT University, Management, Faculty Member
This chapter discusses some of the contemporary challenges and driving forces for change in the higher education sector globally. Five unique case studies are introduced to illustrate how individual universities are capitalising on their... more
This chapter discusses some of the contemporary challenges and driving forces for change in the higher education sector globally. Five unique case studies are introduced to illustrate how individual universities are capitalising on their professional staff to address and respond to a fast changing higher education system. These cases, from five different universities, are explored within a scholarly context providing a critical exploration of the professional staff and the contexts in which they work. The chapters provide some key implications for higher education in the current climate of change
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A recognised challenge for women in higher education learning and teaching is of rightfully claiming leadership. Higher education processes for recruitment, promotion, awards, grants and fellowship are founded on an ability to document... more
A recognised challenge for women in higher education learning and teaching is of rightfully claiming leadership. Higher education processes for recruitment, promotion, awards, grants and fellowship are founded on an ability to document and convincingly present one’s leadership contribution. The focus is on evidencing from a traditional, formal positional role view of leadership. However, the leadership contribution of women to learning and teaching often accords with a more distributed leadership approach. This may lead to women, unguided in how to evidence their leadership contribution and impact, being unable to self-acknowledge and claim their leadership contribution. The challenge for women is in claiming their leadership contribution and impact so as not to be disadvantaged in academic career progression and recognition. Drawing on a database of 15 years of research into a distributed leadership in learning and teaching, a Linguistics Inquiry approach is employed to explore ref...
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ABSTRACT Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership... more
ABSTRACT Over the last 20 years, the tertiary education sector has adopted new administrative management approaches, with the aim of improving accountable and strategic focus. Over the same period, the question of how to build leadership capacity to improve learning and teaching and research outcomes has led to discussion on what constitutes academic leadership. While both these advances are needed, what is missing is integration between the two such that academics and professional staff are engaged collaboratively to achieve learning and teaching and research outcomes that are accountable within a strategic focus. This article builds on research into the use of distributed leadership to build leadership for learning and teaching that resulted in the design of a conceptual framework for distributed leadership. Based on this conceptual framework, it proposes a conceptual blended leadership approach to engage academics and professional staff working in collaboration.
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Changes facing higher education from increased government, student and community demands are resulting in a greater focus on leadership within universities. Attempts to adapt to higher education theory that underpins leadership in other... more
Changes facing higher education from increased government, student and community demands are resulting in a greater focus on leadership within universities. Attempts to adapt to higher education theory that underpins leadership in other sectors have been criticised for failing to recognise its unique role in the development of creative and innovative thinking required to increase and exchange knowledge. What is needed is a new approach to leadership that goes beyond individual control and management bureaucracy to embrace more sharing and collaboration. One such approach is distributed leadership; however, existing research into distributed leadership in higher education has been criticised for being normative and less democratic than is suggested in its theorisation. The research for this paper focuses on the reflections of participants in projects designed to use distributed leadership to build leadership capacity in learning and teaching in Australian higher education. The outcom...
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New models of leadership are required if the higher education sector is to continue to provide leading edge change. While multiple theories of leadership exist, the Higher Education sector requires a less hierarchical approach that takes... more
New models of leadership are required if the higher education sector is to continue to provide leading edge change. While multiple theories of leadership exist, the Higher Education sector requires a less hierarchical approach that takes account of its specialised and professional context. This paper explores how an action self enabling tool, developed from research into the experience of several higher education institutions, can be used to support a distributed leadership process to build leadership capacity. While the focus of ...
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Universities have historically encouraged individual academics with research expertise in a discrete area of study to undertake research and teaching in their discipline. In this process academics have had full autonomy, from the... more
Universities have historically encouraged individual academics with research expertise in a discrete area of study to undertake research and teaching in their discipline. In this process academics have had full autonomy, from the discovery of knowledge, the method used to integrate and interpret it, and the means used to convey it to students and to assess student learning. In recent times pressures for change have affected universities. First, business requires graduates with broad knowledge and skill capabilities as well as discipline-based content knowledge. Second, universities are required to demonstrate quality control and improvement. Third, private expenditure has replaced a previous almost complete reliance on publicly provided university places. Finally, technological advance has made possible more flexible and innovative learning opportunities. It is argued in this paper that these changes require a new culture of collaboration to supplement academic autonomy. Academics a...
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While there has been significant research into the theory and practice of distributed leadership in the school system, there has been less research into its applicability into higher education. This is somewhat surprising given the... more
While there has been significant research into the theory and practice of distributed leadership in the school system, there has been less research into its applicability into higher education. This is somewhat surprising given the pressure on universities to reshape their governance models to accommodate a more competitive business environment as education becomes an important contributor to national economies. It is also interesting that, despite resistance from academics to the more 'enterprise-based' approach to shaping university leadership, there has not been a focus on a distributed leadership model that appears to accommodate the need for the autonomy that underpins academic culture. It is within this context that this paper intends to use the findings of four recently completed empirical projects funded under the Australian Learning and Teaching Council (AL TC) Leadership Project (LP) grant scheme to identify synergies in approach. This identification constitutes a ...
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Role-play as a means of involving learners in experiential learning opportunities has been a characteristic of student-centered learning environments for many years. Developments in the digital environment have enabled the design of more... more
Role-play as a means of involving learners in experiential learning opportunities has been a characteristic of student-centered learning environments for many years. Developments in the digital environment have enabled the design of more sophisticated role play environments in which learners deal with the complexity and ambiguity of real-life issues and the same time develop their knowledge of the advantages and limitations of online communication. Virtual Situated Learning Environments (VSLEs) add a further 'realworld' quality to role-plays.
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How to improve student satisfaction with their learning experience has become a major concern for universities worldwide as the pressure on higher education to move to a more self-funded model has increased. As government financial... more
How to improve student satisfaction with their learning experience has become a major concern for universities worldwide as the pressure on higher education to move to a more self-funded model has increased. As government financial support is tied to demonstrable measures of excellence in student learning and satisfaction, pressure is applied to universities to improve student feedback, increase student retention and graduation rates and improve graduate employability skills. In most instances the focus for improving student satisfaction is on the individual academic leading the design and delivery of the educational experience for students. This paper presents a different focus in recognising the multi-layered, distributed leadership contribution needed to support the academic in order to enhance the student learning experience as evidenced in their feedback. Arising from the 'lived experience' explained in this paper a framework for a multi-level, distributed leadership ap...
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New models of leadership are required if the Higher Education sector is to continue to provide leading edge change. While multiple theories of leadership exist, the Higher Education sector requires a less hierarchical approach that takes... more
New models of leadership are required if the Higher Education sector is to continue to provide leading edge change. While multiple theories of leadership exist, the Higher Education sector requires a less hierarchical approach that takes account of its specialised and professional context. This paper explores how a self enabling tool, developed from research into the experience of several higher education institutions, can be used to support a distributed leadership process to build leadership capacity. While the focus of the project that underpinned the tool was on building leadership capacity of academics for learning and teaching, the findings demonstrate the need for an inclusive participative approach by which professional, administrative and academic staff need to collaborate to build a systematic, multi-facetted leadership approach appropriate for the sector.
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We are living in the Anthropocene period, where human activity has become the dominant influence on climate and the environment. Addressing the question of how nature and societies will evolve in the Anthropocene is one of the grand... more
We are living in the Anthropocene period, where human activity has become the dominant influence on climate and the environment. Addressing the question of how nature and societies will evolve in the Anthropocene is one of the grand challenges of our time. This challenge requires a new form of leadership, one capable of transmuting the eroding relationship between business, society and nature. Yet at this critical time, leadership theory is at a crossroads, with many arguing that leadership, as a field of study, should be abandoned. Operating in parallel to this Anthropocene challenge is an increasing understanding of the complexity of the genome, including the inherent plasticity of our genomic hierarchies, and the influence of the genome on health, disease and evolution. This has demanded a change in thinking to view the genome from an evolutionary systems perspective. To address the imbalance presented by the Anthropocene, we propose using a genomic lens as the basis for thinking...
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... than operating in the formally established larger cross-functional team, the core ... an IT-augmented student-centred learning environment', Annual HERDSA Conference, Perth, July ... e-Learning Conference on Design... more
... than operating in the formally established larger cross-functional team, the core ... an IT-augmented student-centred learning environment', Annual HERDSA Conference, Perth, July ... e-Learning Conference on Design & Development: Instructional Design Applying first principles ...
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The dynamic nature of employment relations ensures that teaching in the discipline is complex. Providing experiential opportunities in which student can develop their own view of events as well as their knowledge and skill capabilities in... more
The dynamic nature of employment relations ensures that teaching in the discipline is complex. Providing experiential opportunities in which student can develop their own view of events as well as their knowledge and skill capabilities in dealing with various employment relations situations is advocated as a meaningful and realistic learning methodology. It is argued that the application of technology, including the internet, can provide the opportunity for students to experience and become part of 'real-life' events. The paper presents two examples in which technology is used to provide students with experiential learning opportunities. In the first example multi-media technology, in the form of a video, provided students with the quasi-experiential opportunity to participate in an industrial conflict. In the second example, a mock company web site was provided to enable students to prepare for a face-to-face negotiation role-play. The paper concludes that it is better to use technology as a partner to, rather than a predator upon, face-to-face teaching. It is argued that without the face-to-face component, the ability for students to discuss and reflect upon their experience will reduce the learning opportunity and restrict the ability of students to develop their own world-view of the employment relations interactions.
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The intent of this project was to develop a systematic, evidence-based benchmarking framework for distributed leadership to build leadership capacity in learning and teaching. It built on the outcome of a previous Office of Learning and... more
The intent of this project was to develop a systematic, evidence-based benchmarking framework for distributed leadership to build leadership capacity in learning and teaching. It built on the outcome of a previous Office of Learning and Teaching (OLT) funded project that had identified the principles and practices for distributed leadership and synthesised these in the form of the Action Self Enabling Reflection Tool (ASERT). Disciplines Education | Social and Behavioral Sciences Publication Details Jones, S., Hadgraft, R., Harvey, M., Lefoe, G. & Ryland, K. (2014). Evidence-based benchmarking framework for a distributed leadership approach to capacity building in learning and teaching. Sydney, Australia: Office for Learning and Teaching, Department of Education. This report is available at Research Online: http://ro.uow.edu.au/sspapers/592 Evidence-based benchmarking framework for a distributed leadership approach to capacity building in learning and teaching
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Page 1. THE RELATIONSHIP BETWEEN WORKPLACE REFORM AND WORKFORCE PARTICIPATION Sandra Jones MA Dip. Ed. A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Deakin University June 2000 i Page 2. ...
PurposeThe paper argues that virtual situated learning environments (VSLE), designed as authentic learning experiences, can provide managers with broader learning opportunities while also cater for the learning needs of the increasing... more
PurposeThe paper argues that virtual situated learning environments (VSLE), designed as authentic learning experiences, can provide managers with broader learning opportunities while also cater for the learning needs of the increasing number of peripatetic managers. ...
Research Interests: Situated Learning, Action Learning, Knowledge Transfer, Authentic Learning, Management Education, and 10 moreWorkplace Learning, Learning Environment, Face to Face, Business and Management, Case Study, Computer Based Learning, Design Methodology, Virtual learning environment, Professional Practice, and On line learning
Abstract: This paper argues that a new theory of community industrial relations is needed that recognises fewer boundaries between work and family. The theory needs to recognise a mutual exchange between the traditional actors in the... more
Abstract: This paper argues that a new theory of community industrial relations is needed that recognises fewer boundaries between work and family. The theory needs to recognise a mutual exchange between the traditional actors in the industrial relationship (unions, ...
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Research Interests:
... than operating in the formally established larger cross-functional team, the core ... an IT-augmented student-centred learning environment', Annual HERDSA Conference, Perth, July ... e-Learning Conference on Design... more
... than operating in the formally established larger cross-functional team, the core ... an IT-augmented student-centred learning environment', Annual HERDSA Conference, Perth, July ... e-Learning Conference on Design & Development: Instructional Design Applying first principles ...
Jones, S, Brooks, R, Maldonado Rey, D and Russell, R 2005, 'Researching innovation in the knowledge economy: developing a multi-disciplinary, multi-methodology research process', International Journal of Knowledge, Culture and... more
Jones, S, Brooks, R, Maldonado Rey, D and Russell, R 2005, 'Researching innovation in the knowledge economy: developing a multi-disciplinary, multi-methodology research process', International Journal of Knowledge, Culture and Change Management, vol. 4, pp. 935-941.
Role-play as a means of involving learners in experiential learning opportunities has been a characteristic of student-centered learning environments for many years. Developments in the digital environment have enabled the design of more... more
Role-play as a means of involving learners in experiential learning opportunities has been a characteristic of student-centered learning environments for many years. Developments in the digital environment have enabled the design of more sophisticated role play ...
... [Online]. Available: http://ausweb.scu.edu.au/aw2k/papers/reid/paper.html [27th May 2001]. Rice, J. & Ryan, N. (1999, February). ... HKB: Paisley Business School. Zammit, K., Nanlohy, P.,... more
... [Online]. Available: http://ausweb.scu.edu.au/aw2k/papers/reid/paper.html [27th May 2001]. Rice, J. & Ryan, N. (1999, February). ... HKB: Paisley Business School. Zammit, K., Nanlohy, P., & Corrigan, G. (1999). Integrated On-Line Learning. [Online]. ...
Chapter 24 Managing Knowledge Strategically Sandra Jones Introduction This chapter introduces the key issues presented by the knowledge era. The chapter explores challenges for business seeking to operate in a global economy as knowledge... more
Chapter 24 Managing Knowledge Strategically Sandra Jones Introduction This chapter introduces the key issues presented by the knowledge era. The chapter explores challenges for business seeking to operate in a global economy as knowledge becomes recognized as the ...
E-learning and role-plays online: assessment options Siew Fang Law School of Global Studies, Social Science and Planning, RMIT University, siewfang. law@ rmit. edu. au Sandra Jones School of Management, RMIT University, sandra. jones@... more
E-learning and role-plays online: assessment options Siew Fang Law School of Global Studies, Social Science and Planning, RMIT University, siewfang. law@ rmit. edu. au Sandra Jones School of Management, RMIT University, sandra. jones@ rmit. edu. au Kathy ...