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Distributed leadership: building capacity for interdisciplinary climate change teaching at four universities
Davison, A and Brown, P and Pharo, E and Warr, K and McGregor, H and Terkes, S and Boyd, D and Abuodha, P, Distributed leadership: building capacity for interdisciplinary climate change teaching at four universities, International Journal of Sustainability in Higher Education, 15, (1) pp. 98-110. ISSN 1467-6370 (2014) [Refereed Article]
Copyright 2014 Emerald Group Publishing
Purpose: Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching.
Design/methodology/approach: Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles.
Findings: Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform.
Originality/value: Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.
|Item Type:||Refereed Article|
|Keywords:||communities of practice, distributed leadership, Australian sustainability education, climate change teaching, curriculum greening, leadership in universities|
|Research Group:||Education policy, sociology and philosophy|
|Research Field:||Education policy|
|Objective Division:||Expanding Knowledge|
|Objective Group:||Expanding knowledge|
|Objective Field:||Expanding knowledge in human society|
|UTAS Author:||Davison, A (Associate Professor Aidan Davison)|
|UTAS Author:||Pharo, E (Dr Emma Little)|
|UTAS Author:||Warr, K (Ms Kristin Warr)|
|Web of Science® Times Cited:||26|
|Deposited By:||Geography and Environmental Studies|
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