Neumann, Tim; Osborne, Rich; Shaw, Abbi; (2023) Distributed Leadership in Digital Learning: Agile Adjustments, Brisk Breakthroughs, Controlled Chaos. Presented at: ALT Annual Conference 2023 - Celebrating 30 Years, Warwick, UK.

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Abstract

Leadership in institutional digital learning support has been tested thoroughly during recent periods of pandemic-induced lockdowns and the associated rapid transformation that required accelerated change management. The aftermath of the lockdowns has presented its own challenge, as institutions find ways of holding on to benefits from a digital-first period and navigate another sudden wave of innovation instigated by quick public releases of generative artificial intelligence (AI) tools. In this context, it seems prudent to bolster the figurative “change as the only constant” with a literal constant scrutiny of digital learning support and its leadership. Taking UCL as an example for digital learning practice in a large and complex university, we will provide an analysis of the latest set of substantial changes to how digital learning is led and managed. We build on work that now spans 15 years of reflection and research, and we add fresh data to a narrative of continuity despite significant transformation, underlining the “change won’t stop” conclusion from previous findings (Neumann, Havemann & Young 2021), but finally enabling us to contradict Garrison & Kanuka’s (2004) warning that “higher education institutions, especially universities, are notorious resisters to change”. A framework developed from Garrison & Kanuka’s (2004) requirements for the successful adoption of blended learning has been our constant in analysing UCL’s digital learning support across ten areas, providing us with valid insights into the evolution of our digital learning support. This perspective is helpful for informing leaders as to which historical achievements might be forgotten and how priorities have shifted, and it allows longitudinal comparisons despite a recent complete overhaul of how digital learning provision and support is managed. A specific focus in this presentation is on how a principle of distributed leadership, introduced in 2020 (Neumann, Havemann & Young, 2021), can be sustained in response to the external pressures identified above and to internal pressures following key personnel changes in senior leadership and a subsequent reorientation of the overall education strategy, and specifically the digital education strategy. These tensions can make distributed leadership fragile, despite being highly beneficial for the widest possible stakeholder involvement, which Deacon, Laufer and Schäfer (2023) recently identified as crucial for the longevity of educational technologies in higher education. The conclusions from their systematic literature review is very much in line with our approach of reviewing digital learning leadership from an organisational perspective. We conclude the presentation with an attempt to translate insights from our single case analysis into transferrable principles and practical tips to inspire practitioners and researchers from other institutions to delve into deeper reflections on their own organisational digital learning provision, with a view to opening up wider discussions in the sector on the specific characteristics of technology leadership and relevant professional development, the critical need for which, as established by Jameson (2013), is still relevant.

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