From learning without limits to leading without limits: An autobiographical reflective case study of leading academic development within higher education

• Claire Taylor ^[1]
  1. [1] University , Wrexham, Wales UK
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 56, Nº 6, 2019, págs. 679-689
• Idioma: inglés
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• Resumen

  • This autobiographical case study reflects upon how a senior academic leader repurposed the Learning without Limits pedagogical framework originally developed within UK primary and secondary school settings to inform the development of a new transformational leadership framework within a higher education setting. Kolb’s Experiential Learning Cycle is used to structure an analytically self-reflective account of the leadership behaviours deployed for a distributed model of academic development to be effective, viewed through the lens of Learning without Limits. As a result, a new framework to inform effective approaches to the leadership of change in higher education is suggested: Leading without Limits.