Jones, S, Harvey, M, Hamilton, J, Bevacqua, J, Egea, K & McKenzie, J 2017, 'Demonstrating the impact of a distributed leadership approach in higher education', Journal of Higher Education Policy and Management, vol. 39, no. 2, pp. 197-211.View/Download from: Publisher's site
© 2017 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management. Higher education is under pressure to advance from a singular focus on assessment of outputs (measurements) to encompass the impact (influence) of initiatives across all aspects of academic endeavour (research, learning and teaching, and leadership). This paper focuses on the implications of this shift for leadership in higher education. Demonstrating the impact of leadership in higher education requires taking a step beyond measuring the skills, behaviours, and achievements of individual leaders to demonstrating how universities can evaluate the impact of actions taken to build leadership capacity across the institution. The authors extend the outcome of empirical research into how a distributed leadership approach can be enabled and evaluated in Australian higher education–to analyse the effectiveness of these processes for both measuring output and assessing the impact and influence of practice.
McKenzie, J & Egea, K 2017, 'Distributed and collaborative: Experiences of local leadership of a first-year experience program', Student Success, vol. 8, no. 2, pp. 67-67.View/Download from: Publisher's site
The first year experience (FYE) is a domain in which local level leadership is critical for engaging academics in taking a whole of curriculum focus on student transition and success, and working collaboratively with professional staff. This paper describes ways in which local leadership is experienced at the faculty level in an institutional FYE program, based on interviews with faculty coordinators and small grant recipients. Initial analysis using the distributed leadership tenets described by Jones, Hadgraft, Harvey, Lefoe and Ryland (2014) revealed features, such as collaborative communities, that enabled success, as well as differences across faculties. More fine grained analysis indicated further themes in engaging others, enabling and enacting the FYE program: gaining buy-in; being opportunistic; the need for evidence of success and recognition; the need for collegial support for coordinators and self-perceptions of 'leadership' being about making connections, collaboration, trust and expertise.
Egea, K, Griffiths, N & McKenzie, J 2014, 'An evolving approach to developing academics understanding of transition for first year students. A Practice Report', The International Journal of the First Year in Higher Education, vol. 5, no. 2, pp. 103-109.View/Download from: Publisher's site
The purpose of this paper is to describe the strategies used in the First Year Experience (FYE)
Project at the University of Technology, Sydney (UTS) to engage and support academics to
address student transition and diversity. The UTS FYE framework has provided a mechanism
for third generation transition pedagogy which has been realised through a range of
strategies including the establishment of a UTS FYE Coordinator overseeing the design and
implementation of FYE Forums, the FYE small grant scheme, and supporting the First Year
Transition Experience (FYTE) coordinators in faculties. These strategies have resulted in an
evolving learning community in which staff have a sense of belonging and identity and their
learning is situated and negotiated. The impact of this project on academics is demonstrated
through the increasing participation in forums, increasing sophistication of grant applications
and the leadership of the FYTE coordinators.
Egea, K, Lu, J, Xiao, J & Clear, T 2010, 'Internationalisation and Cross Cultural Issues in Computing Education', Conferences in Research and Practice in Information Technology Series, vol. 103, pp. 25-31.
Egea, K & Zelmer, ACL 2004, 'Managing large online classes across multiple locations', Studies in Health Technology and Informatics, vol. 109, pp. 167-181.
We now have many different ways of delivering educational offerings, hopefully tailored to the educational environments and student characteristics. Programs vary based on country of origin and delivery location, organisational structures, development and delivery technologies, and the business arrangements made between providers and agents/students. At Central Queensland University (CQU) we deliver the same courses domestically and internationally, often with more than 1000 students per offering, several times per year across 14 campuses located thousands of kilometres apart using face-to-face and/or virtual mode. The students are a mix of Australian distance and on campus plus international on campus. This chapter builds on the CQU experience managing these large classes, particularly within the Faculty of Informatics and Communication, using an evolving mix of technologies. The economic realities of tertiary education require providers to focus on servicing international markets, including an emphasis on student preferences for language of instruction, preferred location (campus or distance delivery) and mode of instruction. Educational delivery requires development and delivery teamwork, maintenance of consistency (quality) in terms of offerings and assessment, appropriate use of technology and cultural awareness.
Oliver, D, Egea, K & Gregory, M 1999, 'Bridging the gap', Software Engineering Education Conference, Proceedings, pp. 186-197.
This paper is an experience report of how a software engineering degree program addresses the needs of both campus-based and distance education students. Central Queensland University (CQU) operates on a number of campuses in Queensland as well as interstate and overseas. This multi campus and distance education context has required varied approaches and technological expediencies to achieve educational objectives.
Egea, K 2006, 'Guided reflective practice for communication and collaboration: A tool for successful virtual teamwork' in Enhancing Learning through Technology, pp. 82-95.View/Download from: Publisher's site
© 2007 by World Scientific Publishing Co. Pte. Ltd. All rights reserved. This paper demonstrates the use of guided reflective practices for communication and collaboration as a means to improve virtual teamwork for undergraduate students engaged in online learning. Recent literature indicates the importance of developing relational communication and psycho-social factors in the functioning of virtual teams. This is particularly important for short-cycle academic teams. In this study, undergraduate student, virtual teams, were asked to collaborate disciplinerelated tasks over six weeks. Each student was required to submit three reflective logs respectively describing the application of pre-defined social concepts of conversation, awareness and coordination to their team process. On completion, students summarized their team activity and identified success factors for future virtual teamwork. Analysis of the data from remote students indicated that the three socially defined concepts enhanced virtual interaction and team outcomes. In contrast to previous offerings, all teams remained intact and overall, achieved improved grades. The significance of reflective practice on these three social concepts during the team life cycle therefore enhances team functioning within a virtual working environment.
McKenzie, J & Egea, KH 2015, 'Facilitating whole-of-institution engagement in the first year experience through distributed leadership approaches', UiB - European First Year Experience (EFYE), Bergen, Norway.
This paper describes a systematic, whole-of-institution strategy that uses distributed leadership to engage academics and professional staff in supporting transition, success and retention for first year students at an Australian university. A set of interrelated activities has achieved outcomes that include cross-institutional engagement and collaboration, student success and institutional recognition.
McKenzie, J & Egea, KH 2015, 'Sustaining an institutional first year experience strategy: a distributed leadership approach', STARS Handbook and Proceedings, Students,Transitions, Achievement, Retention & Success (STARS), Jason Thomas Events Pty Ltd, Melbourne, pp. 1-10.
Sustainable first year experience (FYE) strategies require systematic approaches that engage academic and professional staff across the institution in improving the student experience. This paper describes a distributed leadership approach to implementing a FYE strategy aimed at improving student success and retention. The approach involves coordination at central and faculty levels, along with university-wide and faculty learning communities for academic and professional staff, first year grants and resource development. The paper outlines the range of activities and analyses them in terms of criteria for distributed leadership, including involvement of people, supportive processes, professional development and availability of resources, combined with the values of trust, a culture of respect, recognising a variety of change inputs and collaborative relationships (Jones et al., 2012). Evidence from coordinator reflections based on these criteria and values is used to illustrate the aspects of the strategy that are working well, and those that need attention.
Griffiths, N, Aitken, A & Egea, K 2014, 'A collaborative approach to embedding academic literacies in first year grant projects', http://fyhe.com.au/past_papers/papers14/fyhe14_proceedings.pdf, International First Year in Higher Education Conference, Queensland Institute of Technology, Darwin.
This paper describes the collaborative approach that Academic Language and
Learning developers are using as part of a university’s First Year Experience
project. This project draws on the idea of a third generation approach which
utilises a bottom-up and top-down institutional framework. Intrinsic to this
framework at UTS is a small grant scheme devised to support academics in
designing curricula which facilitate first year students’ transition. However,
smooth transition can be affected by the academic and linguistic capital of the
increasingly diverse student population. This has provided the opportunity for
ALL developers to become active participants in the small grant scheme and to
work collaboratively with academics on the seamless integration of domain
specific academic literacy. Two case studies of FYE grants illustrate the
parameters and benefits of such an approach and how it may enable a
discursive space to support sustainable practice.
Egea, K, McKenzie, J & Griffiths, N 2013, 'Achieving academic engagement: Supporting academics to embed first year transition pedagogies in the curriculum', 16th International First Year in Higher Education Conference, 16th International First Year in Higher Education Conference, Queensland Institute of Technology, Wellington, New Zealand, pp. 1-5.
This paper describes a small grants scheme aimed at supporting academics to
embed first year (FY) transition pedagogies in the curriculum, as part of a
university-wide FYE strategy. The scheme enables first year subject
coordinators to apply for funding to address one or more of the six transition
pedagogy principles in ways appropriate for their disciplines and students.
Over three years, fifty grants have been awarded to coordinators from all
faculties for projects that range from resource creation to tutor development to
changes in assessment and feedback practices. The paper describes the
operation of the scheme and provides an initial analysis of the successes and
challenges of its first two years from the perspectives of the grant holders and
the UTS FYE Coordinator. Two examples of FYE grants are used to illustrate
some features of successful projects.
Egea, K & McKenzie, JA 2012, 'Developing a systematic institutional FYE approach from top down to grassroots up', 15th International First Year in Higher Education Conference | New Horizons, 15th International First Year in Higher Education Conference, QUT Events, Brisbane, Queensland, pp. 1-5.
This paper describes the approach used at UTS to systematically integrate and embed third generation Transition Pedagogy in curriculum and co-curriculum practices for student success and retention in their first year of study at UTS. The strategy focused to support students from low socio-economic backgrounds, with the view that support for these students is support for all students. The strategy includes a framework for student success at UTS, appointment of a first year coordinator, building a first year experience network of academic and professional staff engaged in first year teaching, and a number of small first year grants for subject coordinators. Success of this approach is captured in the framework, and demonstrated through integrating the growing network with the successful outcomes of the grants based on transition pedagogy.
Egea, KH, Kim, S-K, Andrews, T & Behrens, K 2010, 'Approaches used by cross-cultural and cross-discipline students in teamwork for a first-year course in web design', Proceedings of the12th Australasian Computing Education Conference, Australasian Computing Education Conference, ACM, Brisbane, Australia, pp. 87-96.
Cross-cultural and cross-discipline teams are commonplace in ICT global work projects, an area where students in an IT program may head. This paper presents preliminary research that is concerned with outcomes from an intervention strategy designed to help students identify and address cross-cultural and cross-disciplinary team issues while undertaking a series of team-based assessment tasks in a web design course. Students were asked to complete an online questionnaire three times over the semester to rate attributes for communication, task management, relationships, and cultural dimensions as a means of self-assessing their approach to teamwork. Using the data collected from the three surveys, a quantitative evaluation was conducted. This paper presents a preliminary result from this analysis and also discusses future research directions.