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Scholarship of Leading Interest Group

Committed to pursuing scholarly work on the relationships between leading, teaching and learning, this interest group’s mission is to create opportunities for dialogue, to promote scholarly research on the topic, and to provide support to ISSoTL members interested in and engaged in leadership. For more information, please contact Angela Carbone at acarbone@swin.edu.au or Carol Rolheiser at carol.rolheiser@utoronto.ca.

ISSOTL-Leading Mailing List

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Interest Group Resources and Updates

 

Meet the Co-Chairs

Professor Carol Rolheiser, Ph.D. <carol.rolheiser@utoronto.ca>

Carol Rolheiser is a Professor in the Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education (OISE), University of Toronto.  In her current role as inaugural Director of the Centre for Teaching Support & Innovation (CTSI), University of Toronto, Carol brings a wealth of teaching and leadership experience. As a hub, CTSI provides leadership in teaching and learning for all teaching staff and teaching assistants across the university’s three campuses and divisions.

Professor Rolheiser’s research interests include: teacher education and teacher development; instructional and assessment innovation; leadership; school improvement; education/university partnerships; teaching in higher education; the design, implementation and evaluation of professional development initiatives; system reform; and, managing educational change.

Professor Rolheiser’s scholarship and field development activities have been funded through research and development grants from a range of funding sources, including the Bill and Melinda Gates Foundation, The Social Sciences and Humanities Research Council (SSHRC), the Ontario Ministry of Training, Colleges and Universities, the Ontario Ministry of Education and Training, the Higher Education Quality Council of Ontario, and the Council of Ontario Deans of Education. 

At the core of Carol Rolheiser’s professional work is her passionate love of teaching and academic leadership.

 

Professor Angela Carbone, Ph.D.​ <acarbone@swin.edu.au>

Professor Angela Carbone is the Associate Dean Learning Innovation in the Faculty of Science, Engineering and Technology at Swinburne University of Technology. Prior to this role, Angela was the inaugural Director of Education Excellence at Monash University. She has extensive educational leadership experience and an international profile in scholarship of learning and teaching. She provides leadership in teaching and learning for all teaching staff across the university’s local and international campuses.

Professor Carbone’s teaching achievements have been recognised nationally, being the first academic from Monash to be awarded the nation’s highest teaching award, the Prime Minister’s Award for University Teacher of the Year (1998), and the first academic from Monash two secure two National Teaching Fellowships (2010, 2012).

From a background in Mathematics and Computing, Professor Carbone’s research interests include: computing education, developing employability skills in students, new models of academic teacher development; educational leadership; and teaching in higher education. Her scholarly activities have been funded through research and development grants from a range of funding sources, including: the Australia Government’s Office for Learning and Teaching, Netspot, the Council of Australian Directors of Academic Development, and the Council of Deans of ICT (Learning and Teaching) Academy.

At the core of Professor Carbone’s professional work is her immersion in pedagogy, drive for innovation and excellence in educational practice, and leadership in continual improvement.

 


2018 ISSOTL SCHOLARSHIP OF LEADING : SPECIAL INTEREST GROUP (SoL SIG)

(facilitated by Megan Burnett, Associate Director, Centre for Teaching Support & Innovation (CTSI), University of Toronto, Canada)

Agenda
  1. Briefly review findings from last year’s SoL SIG survey 
  2. Explore surfacing leadership issues among SoL SIG participants
  3. Discuss one model – “The 5-Pillar Model of Educational Leadership"
  4. Call for cases: What does the Scholarship of Leading look like in practice (how are you or others leading or influencing others?). See example
  5. Distribute link to website and template for case submission

Resources

  1. The role of Teaching Fellowship Initiatives in SoTL (Jovan Groen, Aline Germain-Rutherford, Alan Wright and Donna Eansor, University of Ottawa)
  2. Conceptualising Educational Leaderhsip (Jacqueline Fields, Natasha Kenny, Robin Mueller, and Clark Amistad, Unitversity of Calgary)

 


2017 ISSOTL SCHOLARSHIP OF LEADING : SPECIAL INTEREST GROUP (SoL SIG)

(facilitated by SoL SIG Co-Chairs, Carol Rolheiser and Angela Carbone)
 
Agenda
  1. Welcome & Introductions
  2. Mission Statement of Scholarship of Leading: Special Interest Group (SoL SIG)

    ​​Committed to pursuing scholarly work on the relationships between leading, teaching and learning, this interest group’s mission is to create opportunities for dialogue, to promote scholarly research on the topic, and to provide support to ISSoTL members interested in and engaged in leadership.

  3. Expression of Interests among SoL SIG participants
  4. Review findings from SoL SIG survey
  5. Discussion regarding: What is the “Scholarship of Leading?”, what stands out for you?
  6. Collect contact details for continued networking
Survey Findings
  1. Scholarship of Leading Pre-Survey Results
  2. SoL SIG participants' Interests and perceptions of "Scholarship of Leading"
Leadership Papers
  1. Dugan, J. P. (2017). Leadership theory: Cultivating critical perspectives. John Wiley & Sons.

    An interdisciplinary survey text on leadership theory grounded using critical perspectives. Leadership Theory is designed specifically for use in undergraduate or graduate classrooms providing a comprehensive overview of essential theories informing the leadership studies knowledge base. 

  2. Lieff, S. J., & Yammarino, F. J. (2017). How to lead the way through complexity, constraint, and uncertainty in Academic Health Science CentersAcademic Medicine92(5), 614-621.

    In this Article, the authors propose that Academic Heath Science Centres (AHSCs) will require a unique combination of old and new leadership approaches specifically oriented to the unique complexity of the AHSC context. The authors highlight and explore some of these new approaches—the authentic, self, shared, and network approaches to leadership.

  3. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press, 3175 Princeton Pike, Lawrenceville, NJ 08648.

    This report on the professoriate in American higher education explores how the use of faculty time is rewarded and, especially, what activities of the professoriate are most highly prized. Changes in the work of higher education institutions through the years--its movement from teaching to service and then research, are noted, as are conflicts resulting from institutions attempting to achieve competing goals. Concern is raised regarding the emphasis on research and publication for academic advancement. Four general views of scholarship are proposed: discovery, integration, application, and teaching. Institutions are encouraged to stress their unique qualities and strengths, and to reconsider the narrowness of the faculty reward system. 

Next Steps
  1. Call for cases on
  • What Educational Leadership looks like?
  • How are Educational Leaders leading or inluencing others?
Attendees
Name Universities
Carol Rolheiser (Co-Chair) University of Toronto
Angela Carbone (Co-Chair) Swinburne University of Technology 
Chng Huang Hoon National University of Singapore
Johan Geertsema National University of Singapore
Katarina Mårtensson Lunds University
Torgny Roxå Lunds University
Sue Morón-García University of Central Lancashire
Melanie Hamilton Lethbridge College
Erin Macnab University of Toronto
Megan Burnett University of Toronto
Julia Evanovitch McMaster University
Melec Zeadin McMaster University
Miriam Carey Mout Royal University
Briony Supple University College Cork 
Mirari Ayerbe UPV / EHU
Nicola Simmons Brock University

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