Organisational Change in UK education - Report 1

[210109] [Horizon Scan] CAPITALPBGPVersion 12

[Organisational Change]

CAPITAL ndash Curriculum and Pedagogy in Technology Assisted Learning

A Harnessing Technology research project undertaken jointly by the University of Nottingham and Sero Consulting Ltd

working in association with Becta

CAPITAL Horizon Scan

ORGANISATIONAL CHANGE ndash FULL REPORT

Reference CAPITALhorscanround1[priorityname][Version num]n

Category Report (51 pp)

Author(s) Prof Paul Bacsich Sero Ltd

Giles Pepler Sero Ltd

Identifier HS-1-4

Verification na

Date 21012009

Status Final (version 10) ndash 12 revisions

Availability Confidential

Confidential

Summary Note on v12

This version (12) is a tidied version of version 10 released as version 12 in January 2009 as an annex to the new short Horizon Scan document on this topic Version 10 was updated from 01 after an internal review process and further input from the research team It benefited from the lapse of time since 01 was released several important reports became available ndash or available publicly ndash during the intervening period In keeping with wishes from Becta some additional references were added to link the existing analysis in the document with trends and exemplars outside education and outside the UK

The document here does not incorporate several more key reports (eg on Pathfinder and Transformation) and some just-released reports (such as from UUK) ndash thus a further the impact of these will be covered in the new short Horizon Scan document on this topic rather than being incorporated into an already long report (51 pp)

Document History

Version History

Version Status Date Author(s)

01 First Draft June 2008

Prof Paul Bacsich Sero Ltd Giles Pepler Sero Ltd

10 Final July 2008

11 First Review August 2008

Prof Paul Bacsich Sero Ltd

12 Second Review

January 2009

Summary of Changes

Version Section(s) Synopsis of Change

01 All None ndash first draft

10 All Extra references added and some new commentary including on WBL PCDL and OLASS

11 All Added a little new material mainly on FE

12 All Spell-check and minor edits

[Confidential] 2

Contents

1 Scope of the horizon scan 4

11 Overview 4

12 Aims 5

13 Definitions 6

14 Keywords 6

2 Context and environment 8

21 HE 9

22 FESR 10

23 Schools 11

3 Current and emerging trends 14

31 The landscape in English post-secondary education 14

32 Benchmarking and Pathfinder in HE 18

33 FESR developments 20

34 Schools 25

35 A note on HE and FE in other home nations 26

4 Further issues possibilities and debates 28

41 Policy issues in HE HEFCE and DIUS 28

42 Benchmarking in HE ndash the future 28

43 Enhancement in HE ndash and FE 30

44 Change management approaches 31

45 Developing critical success factors for organisational change 40

46 The knowledge skills and understanding needed by leaders of educational institutions 42

5 Exemplars 44

6 Conclusions and Recommendations 45

61 Conclusions 45

62 Recommendations for handling organisational change caused by or needed for ICT 46

7 References 48

8 Annotated bibliography 49

[Confidential] 3

1 Scope of the horizon scan

11 Overview

This document outlines the impact of ICT-induced organisational change in England in the three sectors of HE FESR and Schools We begin with a pen-picture of these three sectors

1 England is the most complex of the four home nations in university terms with well over 100 institutions which are universities or of university status and in receipt of HEFCE funding Only one institution is fully private (University of Buckingham) but all universities seek to maximise their income from other than state sources In addition some 200 colleges also receive some funds from HEFCE for teaching university-level courses and 29 of these belong to the ldquoMixed Economy Grouprdquo of FE-HE colleges Although there have been at least two relatively recent waves of ldquocreationrdquo of new universities (1992 and 2002) most institutions created were in fact upgrades of earlier institutions A new wave of creation of institutions in smaller towns is about to start

2 In FESR much of what is currently labelled FESR [Further Education Skills amp Regeneration] moved from local authority control to incorporated lsquoindependencersquo in 1993 interestingly just after when many new universities were created In current research it is commonly divided into four sub-sectors FE ACL [of which PCDL is a sub-set] WBL and OLASS The largest number of institutions are in the FE sub-sector currently comprising just under 400 colleges of which 100 are sixth form colleges specialising largely in academic courses at level 3 The number of colleges has reduced by around 25 since the incorporation of the sector in 1993 with mergers impacting most strongly on general FE and tertiary colleges and land-based colleges Whilst some large FE colleges make provision across all four sub-sectors ACL has reverted increasingly to the organisational province of local authorities [LAs] WBL is provided by a mix of national regional and local private sector companies alongside a number of FE colleges and OLASS is largely managed by FE colleges though with some private sector provision This report focusses mainly on FE where it is believed that organisational change is concentrated

3 As regards schools secondary schools have remained a mix of 11-16 and 11-18 throughout the past 15 years with most of the 8-12 9-13 and 11-14 middle schools disappearing early in this period although some small primary schools have closed there has been relatively little structural reorganisation during this time There has been increasing involvement of the private sector in these schools and a small [but growing] trend for head teachers to take on the management of additional schools perceived to be failing The numbers and roles of teaching assistants have grown significantly during the past ten years and this has had an impact on classroom organisation and management ndash also with implications for pedagogy The secondary focus of the school system on providing affordable child-care for working parents has until recently rarely been explicitly recognised but the new name of DCSF and the surrounding policy changes in Childrensrsquo Services have brought this into the spotlight This constraint on school focus implies that organisational change in the schools sector cannot be nearly as extensive as that in FE (and maybe FESR) and HE

[Confidential] 4

12 Aims

Within this horizon scan we will among other things review examples of attempts at large scale organisational change Using terminology from an ongoing EU project1 we describe these as MELIs [major e-learning initiatives] and NELIs [notable e-learning initiatives not as large as MELIs] The criteria for these are given in detail in section 3 of this report note that these are purely organisational criteria ndash the initiative might be good or bad successful or not In identifying areas for future issues possibilities and debates we will focus on

Adapting ldquoclassicrdquo change management to the educational world when most of the levers of change as described in standard management textbooks are nonexistent or ineffective

Making Business Process Re-engineering and similar approaches acceptable (again)2 in the educational sector

Persuading ndash by finding the right evidence ndash policy-makers that there has in fact been almost no step change in the FE or HE sectors since (before) NLN despite much rhetoric

Digging out from HE organisations used to secrecy the few examples of significant change that are known to occur ndash Liverpool ULaureate3 Heriot-Watt4 Staffordshire U5 Derby U6

Persuading policy-makers that ldquooutlierrdquo examples ndash in particular OU and most importantly Ufi ndash have lessons that can be learned from

Learning from failures like Ultraversity and exotic outliers like Notschoolnet7 and dialogue with the charismatic individuals associated with them

The aims of the Horizon Scan were summarised by Becta as follows

Identify and develop successful models of organisation-level change management local ownership and demand-led approaches that embed effective use of technology to support learning

clarify the related issues of the knowledge skills and understanding needed by leaders of educational institutions

The key issue is to find ways of bringing about step change in the educational sector

A related issue also important is to envision what changes are required ndash an aspect of what used to be called Business Process Re-engineering1 ReViCa Review of Virtual Campuses httpwwwavnetkuleuvenberevica 2 See httpwwwpjbcouk14-15vu1htm3 See httpwwwuolohecampuscomhomeindexphtml 4 For an overview of the Online MBA see httpwwwebsglobalnetinformationpagesprospectivestudentsstudyoptionsstudyoptionsselfstudyhtml 5 For an overview see httpnettskolennkinoin_englishmegatrendsStaffordshire_Articlepdf 6 See eg httpwwwuficomhomesection55_casestudiesvocationalGradforelEngasp ndash and many more references 7 See httpwwwnotschoolnetinclusiontrustorgNS-overview-notschoolhomehtml

[Confidential] 5

13 Definitions

A number of phrases are used in the Becta brief which are not widely understood or widely used in some cases not even within Becta Thus it is important that the team has a common understanding of these

Organisation-level change

We take this to mean changes at the level of the organisation not at the level of groups within an organisation such as departments within a large university

There is a tendency in education to regard as significant some changes that in commerce or industry would just get ldquodonerdquo or ldquomaderdquo without being called a ldquochangerdquo Without ignoring such smaller-level changes we shall try to focus on what would be a ldquochangerdquo in the normal commercialindustrial world (This is a particular issue for schools and smaller FESR providers ndash small colleges PCDL OLASS etc ndash who have limited institutional capacity)

This approach has affected the interpretation within education of the MIT90s change management model See also the tone of the ICT Test Bed Evaluation in 20058

Local ownership

By local ownership is meant that usually within a national or sectoral context the institution owns the decision ndash and can thus influence it ndash rather than accepting a solution from ldquoaboverdquo the institution A Becta paper on procurement strategy sums it up neatly 9

Thus such decisions are taken by the leaders of institutions no doubt after listening to their advisors

Local ownership does not refer to decisions being taken at lower levels within an institution such as departments in a large university

Demand-led approach

In one sense a demand-led approach could mean an approach sensitive to the demands (explicit and implicit) of learners ndash but here we take it to mean the demands of employers as this is the new element in the strategy (Leitch etc)10

14 Keywords

1 Change management2 Business Process Re-engineering3 Benchmarking4 Academic transformation5 Step change6 Controlled experimentation7 Large-scale pilots

8 See httpwwwevaluationicttestbedorgukreports2005summary 9 See httpfoibectaorgukdownloadcfmresID=20616ampdownload_url=content_filescorporateresourcespolicy_and_strategyboard0609-septpaper2_procurement_strategydoc 10 See World Class Skills Implementing the Leitch Review of Skills in England July 2007 httpwwwdiusgovukpublicationspublications-leitchreviewhtm

[Confidential] 6

2 Context and environment

In headline terms ldquoICT-induced organisational change in educationrdquo is an area where England is not as world-class as some in government think it is clear to us that to catch up England (and more generally the UK) will have to learn lessons from its competitors (This standpoint may affect the agenda and selection of speakers for the proposed World Summit on Technology in Education in January 2009)11

This is not a conclusion we reach lightly but is based on much study most of it prior to this particular assignment

There have been rather few major organisational changes in the traditional sectors caused by the needs of e-learning or ICT more generally

New-build institutions tend to follow the style of older ones or graft on a consortium approach but not an embedded one Even the current DIUS policy paper on new regional HE provision12 assumes continuity (See the last point in this list)

There are no fully virtual universities (any more) and few virtual schools of modern ldquoe-enabledrdquo style There is only one fully virtual college

There have been several catastrophic failures in HE ndash UKeU and NHSU (and Scottish Knowledge and the Interactive University in Scotland) Unlike in other countries (eg Canada Netherlands) rebuilding from these does not seem to occur

There have also been several more institutions which did not fulfil their early promise of the 1990s as leaders in andor catalysts for e-learning ndash including not only UfiLearnDirect (the only virtual college in the UK) but arguably the Open University The lack of competition is likely to be a cause13

There is still a policy vacuum around e-learning even though experts contend and other countries demonstrate that it is a sound way of delivering regional HE skills and widening participation using blends of lectures campus-based provision and off-campus e-learning provision14 The move in policy terms

11 We were surprised to see that news of this was public due to FoI ndash see paragraph 9 of the Becta Board paper httpfoibectaorgukcontent_filescorporateresourcespolicy_and_strategyboard0803-marpaper_4pdf 12 See A new lsquoUniversity Challengersquo Unlocking Britainrsquos Talent Policy Update httpwwwdiusgovukpolicydocumentsuniversity-challengepdf 13 To note that success in e-learning is not just a Western phenomenon one could note the rivalry between the national and regional open universities in India and the several large providers in Malaysia14 The recent DIUS Policy Update A new lsquoUniversity Challengersquo Unlocking Britainrsquos Talent does not mention ICT e-learning distance learning or various synonyms thereof (See httpwwwdiusgovukpolicydocumentsuniversity-challengepdf)The other recent document Higher Education at Work ndash High Skills High Value mentioned e-learning just once (in an example) and distance learning once (in the somewhat restricted context of accelerated degrees) (See httpwwwdiusgovukconsultationsdocumentsHigher_Education_at_Workpdf) Off-the-record information available on the revision of the HEFCE e-learning strategy suggests that changes to the existing document will not be substantial

[Confidential] 7

from viewing HE and FE as age-related state-subsidised rites of passage is still very slow15 This brings us on to Dearing

It is often forgotten that even at the time of the Dearing Report16 (1997) there was already considerable development of e-learning at the operational level (not just research) in HE in the UK For example the Open University had deployed since 1991 a modern computer conferencing system (close to current Web 20 social software in underlying functionality) and was since 1994 using it on courses including for teacher training17 ndash in fact the use of computer conferencing at the OU went back to the mid 1980s

If a lack of successful long term major initiatives is true of HE it is also true of the FESR and schools sector Both of these sectors have been subject to externally imposed change or organisational change driven by external forces over the past 15 years However organisational change has been structural and mostly above the level of individual institutions ndash the creation of an FE sector independent of local control in 1993 the creation of Foundation schools Academies and the increasing involvement of the private sector in state schools

Structural changes are still continuing with the forthcoming reorganisation of the management of 16-19 provision consequent on the splitting of the former DfES into DCSF and DIUS but there is little evidence that organisational change in itself has had a significant impact on pedagogy the curriculum or e-learning ndash or vice versa

There is a sorry story of expensive failed e-learning initiatives in English HE The best known example is the UK e-University (UKeU) which is very well documented and will not be described further18 This is often said to have lost around pound50 million but in fact around pound10 million of this was used after it closed to support a number of HE Academy initiatives including the Pathfinder programme19 so that the actual loss was rather less

A less well-known but actually larger failure is the NHS University (NHSU) which seems to have lost around pound90 million and achieved no practical results at all Until recently there were no reports on this at all except for one strictly confidential and little-known report on its technology base but one excellent report has recently become available ndash not quite public but for subscribers of the Observatory for

15 It is too early to say how substantial will be the implications of the new UUK Research report The future size and shape of the HE sector in the UK threats and opportunities available at httpbookshopuniversitiesukacukdownloadsSize_and_shape2pdf They may be as substantial as those of the UUKHEFCE Business of Borderless Education Report nearly 10 years ago (for a summary of that see httpbookshopuniversitiesukacukdownloadsBorderlessSummarypdf) On the other hand evidence is that except possibly at the highest level academic staff in UK universities are mostly unaware of demographic and market issues16 The Dearing Report formally known as the Reports of the National Committee of Inquiry into Higher Education is in fact a series of major reports into the future of Higher Education in the United Kingdom published in 1997 See httpwwwleedsacukeducolncihenatrephtm 17 See for example ldquoBeginning Teachers Using Information Technology the Open University modelrdquo by Michelle Selinger Technology Pedagogy and Education Volume 5 Issue 3 1996 pages 253 ndash 27018 See for example Lessons to be learned from the failure of the UK e-University ODLAA 2005 httpwwwunisaeduauodlaaconferencePDFs3220odlaa200520-20bacsichpdf ndash which has an extensive bibliography19 See httpelearningheacademyacukwikiindexphpPathfinder

[Confidential] 8

Borderless Higher Education (OBHE)20 However the archives of NHSU are closed (as they are for IU but not completely for UKeU)21 and many techno-pedagogic aspects were not covered in the OBHE report

22 FESR

There are no failed initiatives on this scale in the FESR sector but equally it is hard to find evidence of successful organisational transformation through technology use There was an opportunity in the early 2000s to set up regional megacolleges that would have focussed on e-content and been a serious competitor to Ufi but this opportunity was not taken22 Although college mergers are generating some economies of scale there is evidence that they are also leading to uncertainty and short-term thinking in addition to a steady loss of talent to the sector at senior management level There is potentially an analytic gap in that the UUK report on The future size and shape of the HE sector in the UK threats and opportunities focusses purely on HE even though the underlying demographics affect all sectors23 It would not be too difficult for an appropriate team to run this analysis for FESR

The Becta Technology Exemplar Network24 is presumed to represent best practice and rightly celebrates some innovative e-learning activities in colleges However the rate of change in England and other countries since the days of the English NLN programme25 a few years ago might have been expected to produce in English FE a pattern of more and larger-scale results and stronger growth in off-campus e-learning rather than additional ICT in the on-campus situation Those outside the UK might feel that colleges now look behind the curve compared with universities Whilst the NLN programme can demonstrate some imaginative and widely used curriculum materials its impact has been patchy and there is no significant evidence yet from its successors There are examples from WBL or from private providers26 to draw on ndash

20 The Institution That Wasnrsquot The British National Health Service University OBHE 2008 httpwwwobheacukproductsreportspdf2007-12-01pdf (available to subscribers only)Abstract ldquoThis report presents a detailed account of a major educational initiative in the British health service the organisation with the largest workforce in Europe The initiative was to set up a lsquouniversity for the National Health Servicersquo an aspiration that gave birth to lsquoNHSUrsquo Work began in 2001 but the project ended abruptly in 2005 This paper is based on the analysis of a series of in-depth interviews with senior managerial staff and a review of policy documents Its analysis explores both the political and the organisational aspects of NHSU It concludes that two aspects of the initiative are key to understanding its demise its politically-led nature and its challenge to the idea of a lsquouniversityrsquo Finally the report attempts to draw conclusions from the experience of NHSU to inform other state-sponsored education and training interventionsrdquo21 The electronic archives of UKeU are available to a small number of specialists associated with the (former) e-Learning Research Centre and the new Research Observatory At present none of the reports are publicly available but are to be remounted in summer 2008The paper archives are held in storage on behalf of the HE Academy It is envisaged that at some stage versions of the electronic and paper UKeU archives would be made available to scholars but in line with legislation all personal data and material relevant to potential legal action first has to be removed There appears to be little demand for access to these ndash if there were more might be done Work on the UKeU archives and reports will restart in August 200822 See earlier footnote on India23 See httpbookshopuniversitiesukacukdownloadsSize_and_shape2pdf24 See httpfeandskillsbectaorgukdisplaycfmresID=35496 25 See eg httpferlqiaorgukcontent_filesferlpagesonlineconferencing2_future_rigbyppt 26 See for example the Abacus Learning Systems Virtual College (httpwwwvirtualcollegecouk) ndash and of course many private training providers and company training houses such as Reuters

[Confidential] 9

and nearby in Wales and Ireland27 ndash to demonstrate that it does not need Ufi-scale budgets to deliver interesting results and organisational change in e-learning It is particularly surprising that at a time of considerable experimentation in new models of organisation and governance for schools (even if not correlated with e-learning) and at least theoretical ferment in the HE sector that FE remains in a conventional ldquostatistrdquo paradigm

23 Schools

Despite the large investment in ICT schools in terms of their top-level presentation to students and their parentscarers have changed very little ndash with a familiar pattern of terms and school hours with limited success in after-hours or holiday provision ndash and dogged resistance from parents and carers when even small changes are proposed to term times The constraint of providing free child care is a strong force for conservatism

In time the Extended Schools and BSF programmes may provide opportunities for more fundamental transformation but this is for the future The indications from BSF are not promising so far28

The most significant attempt to transform learning in schools through the use of technology has been the South Yorkshire E-learning Project [SYeLP] an EU Objective 1 funded programme which ran from 2001 to 2007 It is too early to draw conclusions from this important case study since the final evaluation of this is still in progress but there are Final Reports for Year 2 and Year 329

Notschoolnet

As a contrast to this rather depressing picture a more fruitful approach may be to look at some of the so-called ldquooutlierrdquo activities and ask whether they could be mainstreamed In the recent Sero report on Disadvantaged Learners one key case study was Notschool net (There are others30 but they are mostly smaller newer or even more marginal than Notschool net)

Paraphrasing what we said there

Notschoolnet is a national Internet based wholly online lsquovirtual communityrsquo which offers alternative provision for young people who can no longer cope with school specialist units or traditional home education Notschoolnet is seen as a

helliplast resort for those disengaged from the classroom because of illness pregnancy bullying phobia travelling reluctance to learn disaffection exclusion or statement31

It was established in 1998 by the research department32 at Anglia Polytechnic University using central government funding It now operates under the umbrella

27 See Coleg Sir Gacircr (Carmarthenshire College) Virtual College in Wales (httpwwwcolegsirgaracuksiteswebonline_learningphp) and Hibernia College in Ireland (httpwwwhiberniacollegenet)28 See httpnewsbbccouk1hieducation7517060stm ldquoSchools design labelled lsquomediocrersquordquo retrieved on 0108200829 See httpwwwsyelporg and follow the link to Aims amp Achievements30 See Chapter 6 of the Sero report for the other case studies31 See httpwwwnotschoolnetinclusiontrustorgNS-overview-notschoolhomehtml 32 Later to become Ultralab itself now defunct

[Confidential] 10

of the Inclusion Trust having been rebranded as TheCademy in 2005 Learning is facilitated through a young personrsquos home or off-campus access to an intuitive and user friendly community learning platform supported by dedicated mentors

Notschoolnet has five levels of participant

Researchers ndash the young people in the online community Mentors ndash teachers or online facilitators Experts ndash subject specialists Buddies ndash former Notschoolnet researchers who actively support current

researchers Local Authority Notschoolnet Project Managers

In 2007 there were some 20 English Local Authorities running Notschoolnet projects and approximately 700 young people participating

Notschoolnet Mentors are expected to develop individual learning plans with each of their researchers Accreditation is through the NCFE awarding body although Notschoolnet is focused on re-engagement above accreditation Nationally 99 of Notschoolnet researchers achieve two or more certificates A part lsquoArsquo award is equivalent to entry level (pre GCSE) and a part lsquoBrsquo is equivalent to level 1 (or D-G at GCSE) Between March 2003 and January 2005 the 85 Notschool researchers each averaged 7 certificates with approximately 40 of these being the level 1 equivalent

However many of the lsquolower endrsquo certificates do not have a point score and are often not recognized by FE institutions or training providers In spite of this a high proportion (in the region of 80) of Researchers leaving Notschoolnet make a lsquopositive choicersquo to continue in education employment or training

Notschoolnet works on a basis of between 1 adult Mentor to 4 and 1 adult Mentor to 6 lsquoresearchersrsquo33 Each Mentor submits a weekly online report about each Researcher Mentors may also hold termly meetings forhellipupdates training sharing of ideas and troubleshooting 34

Researchers are not however permitted to attend any other form of training or learningA crucial element in Notschoolnetrsquos personalization is its approach to assessment and accreditation

Notschoolnet has pioneered a methodology of authenticating online awards and qualifications using a number of techniques such as tracking messages from researchers looking at progression and development of work and by questions dialogue and discussions online 35

This case study raises many issues

1 Could we take the bones of the Notschoolnet model and develop an alternative mode of provision for more mainstream learners

2 Perhaps those who have parents or carers interested in homeschooling

33 Students participating in Notschoolnet are termed lsquoresearchersrsquo34 Interview with Local Authority Notschoolnet Project Manager (June 07)35 See httpwwwnotschoolnetinclusiontrustorgNS-community-accreditationhtml

[Confidential] 11

3 Why is it that in the US36 and some other countries homeschooling is so active and growing ndash and yet in the UK it remains on the back burner

4 Will homeschooling continue to remain on the back burner in the UK through the coming years

A book shortly coming out Everywhere All the Time A New Deschooling Reader37 explores the early Illich ideas on deschooling38 within a modern context

36 See for example Homeschooling back to the future (1998) at httpwwwcatoorgpubspaspa-294html 37 See httpwwwakpressorg2008itemseverywhereallthetimeakpress 38 See Deschooling Society by Ivan Illich (1976)

[Confidential] 12

3 Current and emerging trends

31 The landscape in English post-secondary education

When Sir Ron (now Lord) Dearing said in his 1997 report39 that ldquochange would take a generationrdquo there was much scoffing from experts and managers in charge of the early HE e-learning initiatives The Sheffield Hallam University Virtual Campus40 was up and running by 1997 and the Middlesex University Global Campus41 about the same time This ferment grew until UKeU was set up around 2001 and rapidly acted as a change agent across much of the sector (not all) until the collapse of UKeU in early 2004 After that silence It took nearly two years until the HE Academy took up the challenge of re-introducing an approach to analysing HEI strengths and weaknesses (Benchmarking) and putting change into effect (Pathfinder)42 But just as the HE Academy seemed to be getting into its stride it appears that such programmes will stop as the funding stops Fortunately JISC are taking up at least part of the challenge with their curriculum design project strand starting with Circular 0508 which is reportedly very well-subscribed43

There is a separate but essentially parallel and isolated history involving the Ufi and NLN ndash and indeed they are largely isolated from each other not only from HE Opportunities were lost on at least two occasions ndash when there was no enthusiasm from DfES for the regional megacollege concept of the early 2000s (focussing on content factories upscaling from NLN)44 and when the Ufi attempt to claim the mainstream of higher-level skills (Ufi2) was unsuccessful45 leading arguably to its slow but inexorable downsizing46

At the meso level a particular issue has been the inability of initiatives to break through the ldquosecond stage ignitionrdquo barrier ndash typically around 1000 students in non-traditional modes (be they classroom or traditional print-based distance learning) Examples include the Virtual Campus of Sheffield Hallam University the Global Campus of Middlesex University and Ultraversity47 at Anglia Ruskin ndash this last now

39 See httpwwwleedsacukeducolncihenatrephtm 40 In addition to all the usual research papers and breathy press releases attention should be drawn to the dull but explicit reference in the Financial Report to Governors of the academic year 1997-98 at httpwwwshuacukservicesfinanceaccounts1998pdf 41 See httpwwwmdxacukgcresearchhtml ndash note the list of research papers generated42 See httpwwwheacademyacukourworklearningelearningbenchmarking and httpwwwheacademyacukourworklearningelearningpathfinder respectively43 See httpwwwjiscacukfundingopportunitiesfunding_calls200804circular508aspx and ALT Fortnightly news digest 156 13 June 2008 Informal indications are that a dozen or so strong HE bids will be funded with a focus (but not exclusively) on the English post-1992 sector44 See The Future of eLearning for the Learning and Skills Sector the College Online Scoping Exercise report (60 pp) from Sheffield Hallam University to DfES December 2002 unpublished45 See for example ldquorsquoUniversity for Industryrsquo failed to attract private cashrdquo in the Guardian of 10 December 2004 httpeducationguardiancoukelearningstory0137029600html 46 It is by no means an uncommon phenomenon Similar attrition has been in place over the last ten years at the Central China Radio and TV University (beset by regional rivals and elite players such as Tsinghua) and the University of the Air in Japan now publicly renamed the Open University of Japan (httpwwwu-airacjpengmessagehtml) Readers will forgive the lack of references for these comments ndash those of them who have visited the relevant ministries will know what is going on47 See the old document httpwwwultraversitynettemplatesapplicationmediaseptember07pdf

[Confidential] 13

closed along with Ultralab ndash not to mention eCollege Wales and examples of decline in Scottish HE e-learning including arguably at some players who were formerly strong48

England and the UK generally has nothing to compare with the way that other countries manage to restart failed initiatives in a new direction Consider thephased migration of the Open Learning Agencyrsquos distance learning operation into a new-build university upstate in British Columbia ndash Thompson Rivers University49 ndash upgraded from a local college thus turning an earlier high-profile failure into a possible more mainstream success At a more modest level another of the Canadian failures the new-build high-tech TechBC was then taken over by Simon Fraser University50 and revitalised as the Surrey Campus and the Teacuteleacute-universiteacute de Quebec51 was merged back into the University of Quebec at Montreal And yet Canadian universities are criticised for their ldquopetrified campusrdquo approach52 ndash which some certainly still have including the one whose senate voted against e-learning One could even but more arguably regard the Houdini-like ability of the Dutch Open University to survive multiple crises including but not only the recent failure of the Dutch Digital University consortium53 to represent the triumph of will over events

To progress the analysis further it is helpful to introduce some terminology A Major E-Learning Initiative (MELI) is defined as follows54

1 It requires at least one per cent of the institutional budget

2 It affects or is planned to affect at least 10 of students

3 The person responsible (as the majority proportion of hisher job) for leading that initiative has a rank and salary at least equivalent to that of a university full professor at Head of Department level or a member of the organisationrsquos senior management team in the FESR and schools sectors

4 There is a specific section of the organisation to manage and deliver the initiative with a degree of autonomy from mainstream IT library pedagogic or quality structures

5 Progress of the initiative is overseen by a Steering Group chaired by one of the most senior managers in the institution

6 The initiative is part of the institutionrsquos business plan and is not totally dependent on any particular externally funded project55

48 These views are from expert Scottish commentators It may be relevant in future phases to scope such views more systematically with a specific study49 See httpwwwtrucadistancehtml Our team has a good personal contact at senior level within the institution50 There are multiple standpoints to this story for two see the unofficial but reliable TechBC archive site at httpwwwtechbcca and the blog posting at httpwwwnowpubliccomculturetechbc-sfu-surrey-troubled-history51 See httpwwwteluqca 52 See Petrified Campus The Crisis In Canadas Universities by David Bercuson Robert Bothwell and J L Granatstein (Hardcover ndash 1997)53 The Dutch along with the French and Germans are much better at hiding their failures (even in their own language) than we in the UK Something well known to analysts and much discussed among them is hard to evidence from public web information in English54 We are indebted to the ReViCa project (funded under the EU Lifelong Learning Programme) for making these definitions available to us and also providing some detailed information from their files on the UK HE scene The Dissemination Workpackage (WP5) of ReViCa includes dissemination to and liaison with national policy bodies See httpelearningheacademyacukwikiindexphpReViCa

[Confidential] 14

7 There are strategy planning and operational documents defining the initiative (including its costs and benefits) and regularly updated

8 The head of the institution (Vice-Chancellor Principal etc) will from time to time in senior management meetings be notified of progress and problems with the initiative

9 The head of the institution is able to discuss the initiative in general terms with equivalent heads of other institutions ndash in the way that heshe would be able to discuss a new library laboratory or similar large-scale development

Note that these are purely organisational criteria ndash the initiative might be good or bad successful or not Again it is not crucial what the details of the definition are ndash what we are trying to capture is a sense of ldquostep changerdquo and ldquoscalerdquo

A Notable E-Learning Initiative (NELI) is defined as one which is interesting in a country (eg to other universities ministries EU analysts etc) and satisfies many but not all of the above criteria or all the criteria but not at the same scale There is an interesting ongoing discussion about subspecies of NELI to categorise for example the initiatives (several below) led by a powerful department (but not the institutional leadership) and also the many pervasive but non-transformative initiatives (ie universal but low-level use of VLE for lecture notes and timetables)

There are fewer MELIs than there were in the heyday of English HE e-learning during the UKeU era of the early 2000s However the following seem prima facie cases

University of Liverpool ndash joint venture with Laureate at MSc level

University of Derby (a former member of the Global University Alliance and active in Work-Based Learning under Ufi contracts)

Staffordshire University (with several pure e-learning programmes)

NELIs which might earlier have been aspiring to be MELIs include

Middlesex University ndash Global Campus (downsized after key staff losses)

Anglia Ruskin University ndash Ultraversity and Ultralab (both now closed)

There are some new NELIs and a few may be rising to near-MELI status soon These include

University of Bolton (who have re-launched an ldquoUltraversity-likerdquo operation and taken on board some key staff from Anglia Ruskin)56

Canterbury Christ Church University iTeach57 ndash a joint venture with Hibernia College (Ireland) for teacher training

Essex University ndash joint venture with the commercial provider Kaplan for an online Foundation Degree58

55 Note for example the reference to ldquoVirtual Campusrdquo in the Sheffield Hallam University financial reports at httpwwwshuacukservicesfinanceaccounts1998pdf56 See httpidiblboltonacuk 57 See httpwwwiteachacuk 58 See httpwwwkaplanopenlearningorgukpr-online-foundation-degree-launchhtml

[Confidential] 15

University of Leicester ndash featured in the MegaTrends report59 one of the few English universities to have overcome the ldquosecond-stage ignition problemrdquo limits on distance learning students60

Northumbria University ndash including operation as an ASP provider Northumbria Learning61

There is very little such activity in the FESR sector (apart from Ufi see below)

Very major HE initiatives include the following

1 Open University

2 University for Industry (Ufi)

3 London University External Programme

It should be noted that the main focus of Ufi is FE However there is a small amount of HE delivery in the Work-Based Learning area from partner universities (Derby Chester etc) via a specialist Ufi subsystem learn through work62

Both the Open University and Ufi have largely failed to achieve any overt mega-level catalytic effect on the rest of their sectors It seems that they are still seen as just too large and too different ndash and it was not that long ago that this view was shared by HEFCE63 and even made public HEFCE have now funded an OU post to foster OU collaboration with other parts of HE and FE but more could be done and it cannot all be the OUrsquos responsibility to ldquopushrdquo others must ldquopullrdquo Little has been heard recently of the OU-Manchester partnership64 but that was just with one HEI ndash more efforts should be made including by agencies to foster links and joint projects relevant to both the OU and non-OU players

To its credit Ufi have tried on more than one occasion to break out of its government-assigned comfort zone ndash and more might have happened if the College Online Proposals had been taken forward It is time that the potential value to FESR (and beyond) of Ufi-type models and the catalytic effect of Ufi is looked at again The Ecotec 2001 report to DfES on learndirect ndash a comparative study ndash contains many recommendations (see section 70) still relevant to Ufi and to the FESR sector in which Ufi is embedded65 The report is one of the few public reports in the UK where any explicit international comparative work was done Some updating on exemplars would be needed including new interesting examples from Brazil66 China and India but a report building on that earlier one could have a large effect

59 Mega Trends in E-Learning Provision 2008 httpnettskolennkinoin_englishmegatrendsindexhtml 60 Of course one key step was to appoint a Director of Distance Learning -and one from the Open University The post is being upgraded and re-advertised as the first incumbent has left ndash see httpwwwsoasacuknewsnewsitem43770 61 See httpwwwnorthumbrialearningcouk 62 See httpwwwlearndirectcouklearningthroughwork 63 See its many utterances on the OU when it was setting up UKeU Few traces of these remain on the public web but analysts might like to read httpwwwhefceacukpubscirclets2000cl04_00ahtm and then the OU response at httpwwwopenacukuniversity-documentse-university-ouresponsedoc 64 See httpwww3openacukmediafullstoryaspxid=8519 65 See httpwwwdcsfgovukresearchdatauploadfilesRRX2PDF 66 Organisations like SENAI in Brazil play a massive role in training and are active in e-learning but on a recent visit it was clear that there are some issues between them and the universities in the WBL area See httpwwwiloorgpublicenglishregionamprocinterforifpsenaiindexhtm

[Confidential] 16

The OU is now putting a lot of effort into forming partnerships with smaller (face to face teaching) institutions but progress is slow However the fact that the OU employs thousands of part-time tutors (Associate Lecturers) has had a long-term steady effect on skill levels and knowledge across the HE sector ndash and FE also Again though arguably the effort that the OU is putting into OpenLearn its approach to Open Educational Resources67 may have an effect (see below)

The London University External Programme68 has been in existence for just over 150 years For many years it focussed purely on print-based distance learning but recent offerings have been much more innovative Since it acts essentially on behalf of the constituent Colleges of the University of London it is increasingly able to flow back its knowhow into these

OpenLearn

It may be useful to have some information on how the OU markets OpenLearn This could be used for other repositories of OER for FESR and schools The following is distilled from information circulating widely on UNESCO bulletin boards

Link to teachers educational practitioners librarians and careers advisors as a good long-term strategy for reaching learners and ensuring use of OERs within course development

Approach policy makers in government development agencies subject associations professional bodies online educational networks and teaching unions for ease of reaching as many people as possible (with the downside being the message can be diluted and take a while to filter through) Participation by these groups often takes a while as it is a culture change within the practice of an organisation to adopt OER

Reach people who are not in formal education indirectly by using links with a number of partners and associations (eg the prison service unions HR professional bodies the National Health Service training providers youth workers community volunteers and social entrepreneurs) Again these are not quick wins but start to influence the people who have the most to gain from OER

Build awareness directly among potential ldquoopenlearnersrdquo (eg prospective HE students current HEFE students mature learners job seekers home-schoolers talented and gifted youth leisure learners alumni home bound) using a number of channels to spread the word

Note the focus (unusual in the UK) on home-schoolers

32 Benchmarking and Pathfinder in HE

Benchmarking

The Benchmarking e-Learning Programme was run in three phases (Pilot Phase 1 and Phase 2) by the HE Academy It benchmarked e-learning at over 50 universities and university colleges As yet there is no overall report on the programme but there are three reports on Phase 2 which together give a reasonable description of the achievements69 These reports are complemented by a particularly frank report by the

67 See httpopenlearnopenacuk 68 See httpwwwlondonexternalacuk 69 The three reports are

[Confidential] 17

University of Worcester including an assessment of its overall position in e-learning70 (It was uncommon in the HE Academy programme for any overt comparisons to be done or published)71

The programme came to an end effectively in late January 2008 with the close of the operational period of Phase 2 benchmarking Although there is a follow-on Welsh phase72 Gwella which among other things will ensure the benchmarking of the four remaining un-benchmarked Welsh universities plus some isolated follow-on activity at a few institutions actively managed English benchmarking is at an end ndash for the moment The three phases together are judged as a great success

In England despite the undoubted success of the three benchmarking phases there are still many university-level institutions ndash by some counts slightly over half of those funded by HEFCE ndash that are still not benchmarked Though many of these are university colleges or constituent colleges of the University of London there are 25 universities outside London not benchmarked In high-paradigm research-led universities nine English members of the Russell Group remain un-benchmarked The situation is better in the 1994 Group Million+ and GuildHE constituenciesThere is much less coverage in the HE-FE hinterland ndash in particular most of the 29 members of the Mixed Economy Group73 of FE colleges delivering substantial amounts of HE are un-benchmarked This seems an unsatisfactory situation as the threshold for the ldquostep changerdquo and the period of ldquocontrolled experimentationrdquo gets closer in both FE and HE in order to deliver on the targets for the Leitch agenda and deal with demographic downturn And the picture of e-learning across the sector is still patchy

HE Pathfinder

The two phases of Pathfinder have taught the sector and the institutions involved many valuable lessons There was a large event on June 26 at which almost all Pathfinder institutions were represented ndash and many agency staff were there also

Experts attending that meeting ndash including those from agencies ndash were interested in finding out answers to the following questions (all much easier to answer with hindsight of course)

1 Higher Education AcademyJISC e-Learning Benchmarking Exercise Phase 2 Review Glenaffric April 2008 httpelearningheacademyacukweblogsbenchmarkingwp-contentuploadsBenchmarking2SummaryReport21April08Fpdf

2 Higher Education AcademyJISC E-learning Benchmarking Phase 2 Overview Report BELA March 2008 httpelearningheacademyacukweblogsbenchmarkingwp-contentuploads200804BenchmarkingPhase2_BELAreportpdf

3 HEAJISC Benchmarking Initiative e-learning Benchmarking ndash Phase 2 OBHEACU Final Report December 2007 httpelearningheacademyacukweblogsbenchmarkingwp-contentuploads200804BenchmarkingPhase2_OBHEreportpdf

70 See httpebenchmarkworcacukwp-contentuploads200804university-of-worcester-hea-elearning-benchmarking-final-reportdoc 71 However it is well known that in the PickampMix and eMM methodology cohorts in Phase 2 ldquocarpetsrdquo were produced and shared between cohort partners72 See httpelearningheacademyacukweblogsgwella 73 It has often struck us as surprising that such a key group of institutions does not have its own web site For those wishing to know more about issues affecting the Mixed Economy Group a good starting point is the QAA report at httpwwwqaaacukreviewsacademicReviewlearningfromARdefaultasp

[Confidential] 18

Was there too much focus on finding a ldquonew pathrdquo of interest to the institution rather than necessarily a ldquonew pathrdquo for the sector

Was too much money put into potentially recurrent staff budgets (in particular for faculty-based e-learning coordinators) leading to issues of sustainability

Was the focus on small-scale piloting or on bigger changes (Bearing in mind that big change is hard to do in one year)

Was too little funding put into building knowhow (eg in knowhow of students or better documented e-aware quality processes)

Was any attention paid to issues of ldquoe-readinessrdquo (even if not called that) (This would immediately affect any attempt at a rapid ldquostep changerdquo or large-scale ldquocontrolled experimentationrdquo)

What was the balance between transformation and enhancement (with the ldquocost+rdquo issues that this raises)

Once the answers to such questions are clearer it will be easier for agencies and institutions to plan a way forward

33 FESR developments

Colleges

The Becta EMFFE was piloted in 15 colleges during 20062007 and is currently being redeveloped by PA Consulting

Of the pilot colleges City Lit74 is perhaps worth pursuing the earlier version of EMFFE [v 31] has been used within the organisation to provide a structure for a whole institution e-learning development plan However a perusal of their web site does not give any sign of significant e-learning and the approach to e-learning has a rather tentative and old-fashioned flavour (including vocabulary) compared with other providers in this space City Lit is of course a PCDL provider also

Other large FE colleges where significant e-learning developments have taken place include The Sheffield College and Cornwall College and some of those in the Becta Technology Exemplar network

The Sheffield College developed an on-line English GCSE course which has been extremely successful [and won a National Training Award in 2003] but this is basically still at the level of learning and teaching redesign rather than ICT-induced organisational change There are also a number of other courses in similar vein and these are grouped together under the Online College banner linked from the top-level page75 ndash a good test across the world of the institutional importance of online services to an institution Thus even though Sheffield College does not any more have a noted e-learning figure in charge of its e-learning activity it seems evident that it achieves at least NELI status

Cornwall College describes itself as the UKs largest Further Education provider with over 3500 full-time and part-time courses to choose from It also has a Cornwall College Online operation but there is little evidence available of the scale of this (with

74 See httpwwwcitylitacuk 75 See httpwwwsheffcolacuk

[Confidential] 19

some evidence that the scale is limited) and no links to it from the top-level college page76

Grimsby Institute of Higher and Further Education also has some Distance Learning

A brief overview of this sector may help This is distilled from Serorsquos April 2008 report to Becta E-maturity in personal and community development learning Review report77 Section 131

There are currently just over 200 LSC funded providers of PCDL in England of which a large majority are local authorities 75 per cent of the local authorities are involved in direct delivery several of these

also support provision offered through community organisations which they fund while some may also sub-contract some of their work to FE sector colleges

The remaining 25 per cent of local authorities sub-contract most or all of their PCDL work to other providers whilst retaining a management capacity

Additionally a number of FE sector colleges are funded directly for PCDL work by LSC The overall analysis of colleges has been undertaken through the parallel FE sector survey this study has examined some college provision which is delivered through local authority contracting out arrangements and also one FE sector college (a specialist designated institution providing exclusively ACL programmes)

PCDL is also delivered by a range of voluntary and community sector organisations and one has been included in this study

From this and material later in section 131 it is clear that one is unlikely to find exemplars of major organisational change induced by ICT in the areas of direct delivery and voluntary and community sector organisations The issue of what is going on in FE has been already covered but one should mention that City Lit is the natural case study

Section 4373 gives a depressingly long list of the barriers to engendering institutional change Highlighting those not easily soluble gives the following list which should be useful for further planning

CPD ndash high numbers of part-time staff and high staff turnover make CPD programmes problematic and expensive

The capacity of small services to lead and manage The lack of secure funding with which to plan Working across networks of different providers and establishing protocols for

access Large number and diverse type of delivery sites Commissioning provision removes the control that direct delivery benefits from ndash

open and competitive tendering may result in a changing profile of providers78

Staff capacity time and resources ndash in relatively small full-time establishments e-learning is an additional responsibility to existing job roles at all levels

76 See httpwwwcornwallacukccindexphppage=_Home 77 See httppartnersbectaorgukupload-dirdownloadspage_documentsresearchematurity_pcdl_reportdoc 78 But suitably handled and aggregated this could be an advantage ndash if local authorities were grouped together for procurement

[Confidential] 20

One issue with the WBL sector is that there does not seem to be an authoritative definition of Work Based Learning in the FESR sector except ldquothat which the LSC recognises and contracts forrdquo In the otherwise useful LSC document Requirements for Funding Work-based Learning for Young People and Adults 200708 there is no definition of Work Based Learning not even in the Glossary at Annex A79

In contrast in HE ndash where much work-based learning is carried out ndash there are a number of definitions Alluding to these may help For example the University of the West of Scotland defines WBL as80

WBL takes place when a student applies learning in a work setting for which learning outcomes are identified In the fulfilment of which the student is supported by appropriate teaching and guidance and credit is awarded

(Readers will note that there is no specific mention of HE here) QAA comments that the matter is complex81 More practically the Engineering Subject Centre notes82

A Work Based Learning Programme is a process for recognising creating and applying knowledge through for and at work which forms part (credits) or all of a higher education qualificationrdquo

Ofsted inspection reports for WBL in 2006-2007 highlighted that only five organisations were deemed to be delivering outstanding provision The five organisations were

LITE Ltd British Gas Engineering Academy Protocol Consultancy Services Trackss Limited Sandwell and West Birmingham Hospitals NHS Trust

None stand out as leaders in e-learning

In the Ofsted reports technology was hardly mentioned even in these lsquooutstandingrsquo organisations It may be that the technology was so embedded that the inspectors did not mention it specifically but we suspect that it is only the larger organisations that have this and the average SMEWBL environment is still struggling to use it effectively

The Mackinnon Partnership have produced a report Measuring e-maturity amongst work-based learning providers 2008 which Becta have now made public83 just in time for us to give it a quick overview for the purposes of this report

On page 68 it gives Conclusions

79 See httpreadingroomlscgovuklscNationalRequirements_for_Funding_WbL_2007-08-August2007pdf 80 See httpwwwpaisleyacukschoolsdeptscapdsignpostsworkbasedlearning-signpostasp 81 See httpwwwqaaacukeducationroundtablenotesCodeSection9asp 82 See httpwwwengscacukerwblindexasp83 See httppartnersbectaorgukupload-dirdownloadspage_documentsresearchematurity_wbl_reportdoc

[Confidential] 21

Our research suggests that 35 per cent of work-based learning providers can be considered e-mature This is made of a small number of providers (2 per cent) that are rated innovative in their use of ICT and e-learning and one third of providers (33 per cent) that are considered to have embedded ICT and e-learning into their activities Just six per cent of providers have a localised approach to the use of ICT and e-learning (the lowest e-maturity category)

This is the first time a measure of e-maturity has been developed and tested with work-based learning providers It is therefore not possible to say how far the work-based learning sector has moved towards e-maturity over time However the 2005 ICT and E-learning work-based learning Provider Survey found that seven per cent of providers thought they had ldquobeen using ICT and e-learning for some time and it is well embeddedrdquo and that one fifth (20 per cent) were ldquocurrently embedding e-learning activitiesrdquo This suggests that ICT and e-learning may have become more embedded in to work-based learning provider activities over the last two years

It is the 2 of innovative providers who merit most attention in future work

On page 18 it notes

Senior managers identified three key management issues impacting on their ability to effectively use ICT

the level of investment required to introduce technology Most work-based learning providers have limited resources and short-term LSC contracts raises the risks (and therefore costs) of raising funds commercially They are therefore

o reluctant to invest in technology that does not have a proven business benefit

o less able to make large investments in ICT which can make a step change in their activity Change therefore takes longer

the size and layout of premises

managing cultural change Whilst senior management in work-based learning providers are committed to making effective use of ICT to aid both business processes and learning a number highlighted the challenges of changing the attitudes of other staff Two areas were highlighted

o ensuring staff change their working methods to make most effective use of the technology being invested in

o ensuring managers and practitioners recognise the importance of learning new skills to use the technology effectively and as importantly make time to learn these skills Work-based learning provision is a competitive industry and it can be difficult to free up time for staff development

[Confidential] 22

The natural conclusion is that adjustments to the procurement procedures should be used to resolve these issues ndash but this assumes that those in LSC writing the procurement specifications know what they need in e-learning terms One cannot really expect small companies engaged in competitive short-term procurements to move away from their comfort zone

On page 57 Mackinnon report that

Providers were asked to identify the three main barriers to their organisation using ICT to manage or deliver e-learning in the next two years As in previous years the highest proportion of providers identified

time to investigate or implement e-learning (55 per cent)

lack of skills amongst staff to implement e-learning (44 per cent)

lack of knowledge about its potential use and implementation (41 per cent)

Further consideration needs to be given to merge this kind of information with information from those parts of the commercial training sector not affected or funded by LSC There are many commercial providers and EU projects falling in this category and large firms (especially in the financial sector) with massive e-learning programmes that are contracted out in whole or part One example out of several would be the work at Reuters84 However such analytic work is at present well out of scope for this Horizon Scan85

Much of the material that follows is taken from the DIUS document The Offendersrsquo Learning and Skills Service (OLASS) in England A Brief Guide86

The Offender Learning and Skills Service (OLASS) went live in its current form across England on 31 July 2006 following a year-long trial in three development regions The new delivery arrangements build on the partnerships established in April 2004 between the Learning and Skills Council (LSC) and the National Probation Service to address the learning needs of offenders in the community

There is a complex set of stakeholders including DIUS and DCSF the Ministry of Justice (MoJ) and the Department for Work and Pensions (DWP) with the main operational focus coming from the LSC the National Offender Management Service (NOMS including HM Prison Service and the National Probation Service) the Youth Justice Board (YJB) and the Youth Offending Teams (YOTs) Jobcentre Plus and the Connexions Service

84 See for example httpwwwstephenpnet20061130reuters-view-of-e-learning-charles-jennings-global-head-of-learning-reuters 85 A fascinating subset of this analysis is the way that companies (and the military) judge the use of time very differently from universities leading to very different conclusions about cost-effectiveness For an example see the work which links to ldquotime of the third kindrdquo eg at httpwwwepiccoukcontentresourcesshow_reportsblendedlearning0903_showreporthtm 86 See httpwwwdcsfgovukoffenderlearninguploadsdocumentsOLASS20Booklet20pdf

[Confidential] 23

Such a complex net of stakeholders and delivery pathways is on the whole likely to lead to conservatism in approach When coupled with the conservatism within the prison system and the need for appropriate security (including internet security) ndash not to mention overcrowding at present ndash this is likely to foster pedagogic and technological conservatism also

DIUS further notes that OLASS is not a lsquoServicersquo in the same sense as the Ambulance Service or the Womenrsquos Royal Voluntary Service (WRVS) It has neither dedicated staff nor an organisation structure

This again makes for conservatism since there is no autonomous management team or agency to think outside of the box

There is further complexity introduced (paragraph 14) with private prisons (holding some 10 of prisoners) and transfers between English and Welsh prisons

On a more positive note (paragraph 18) OLASS is delivered by contractors appointed by the LSC In many places those contractors have appointed sub-contractors to assist them in delivering the broad service required by the Offenderrsquos Learning Journey and sub-contractors include organisations from the voluntary and community sector

As noted above for PCDL suitably handled this could be an agent of change ndash and the very conservatism of the OLASS sector means that once an e-learning innovation is brought about it could last for years Conservatism in e-learning is not always a bad thing ndash the OU has used essentially the same e-learning system for 17 years and is only now changing it

The document gives a list of OLASS providers The majority of them are colleges or consortia of these the rest are commercial providers Tribal A4E and CfBT There should in theory be no particular problem with ensuring via procurement that the commercial providers take appropriate steps in e-learning subject to constraints from the Prisons sector and stakeholders The colleges should likewise be tapping into their mainstream e-maturity to deliver

Becta has not yet made public the report they commissioned on e-maturity in OLASS Without access to that report it is not possible to comment further on OLASS ndash and it would be a poor use of Becta funds to rerun parts of that study in order to comment further here

34 Schools

As noted earlier there has been large scale investment in ICT in schools but schools have changed very little in top-level presentation ndash the constraint of providing free child care is a strong force for conservatism Organisational change does not seem in itself to have had a significant impact on school structures and learning and teaching design ndash or vice versa

Thus for step change effects it will be necessary to look for subtler versions of added value caused by pedagogic change and ICT investment The companion Horizon Scan on Learning and Teaching Redesign is the place to find a more thorough treatment of such issues One institution worth particular note here is the Djanogly

[Confidential] 24

City Academy with not only its high-tech approach to ICT provision but also its pedagogic approach using the ldquoNew Basicsrdquo87

More generally changes in pedagogy have followed the spread of technology and devices For example the ubiquity of interactive whiteboards has had a significant effect on the way pupils interact with teachers88 but the spread of email has only had a relatively limited effect though it has impacted on communications between schools and parentscarers89 and the use of SMS for alerting parents to possible truancy90

The extension of the PFI building programme into BSF [Building Schools for the Future] and the development of Extended Schools have the potential to unlock broader organisational change and wider opportunities for teaching and learning re-design BSF proposals may centre on bricks and mortar but many LAs [eg Rotherham and Sheffield] are using their proposals as a vehicle for attempting to transform learning The Sheffield BSF programme offers the opportunity to develop the ICT infrastructure investments of the SYeLP programme But this is all for the future

35 A note on HE and FE in other home nations

Scotland

There are 14 universities in Scotland There is no e-learning strategy from SHEFC However there is JISC funding for Transformation Projects91 which to some extent takes the place of a strategy

The situation with Scottish universities was reviewed with Scottish experts earlier in the year The following conclusions were reached

Some earlier major e-learning developments had ldquofadedrdquo but it was likely that Robert Gordon University (RGU ndash the Virtual Campus)92 Paisley University (now the University of the West of Scotland UWS) and Heriot-Watt University (despite the Interactive University debacle) still had MELI status Other sources suggest that Napier is worth attention also

The ldquonew MELI on the blockrdquo was likely to be Edinburgh University although the extent to which the research and development work had fed through to operational deployment was not clear from public information

In addition to any ldquofaded MELIsrdquo above NELIs were likely to be found at the University of the Highlands and Islands (UHI) although this last has also rather faded including at the political level

The Transformation Projects involved both universities and colleges Although there is no public evaluation report yet available the first research article has now appeared93 In a nutshell much was achieved but of less grandeur than the original level of funding might have suggested ndash and organisational change was not a clear

87 See the ALT Newsletter article by Sanjesh Sharma at httpnewsletteraltacuke_article000924935cfmx=bbrBpT6b3PBgpr3w 88 See reports on the South Yorkshire e-learning Project [SYeLP]89 See for example ParentMail at Balsall Common Primary School (httpwwwbcpsonlineorgukParentMailhtml) 90 The most widely available commercial product is Truancy Call which sends automatic SMS messages to nominated numbers when pupils are recorded as absent91 See httpwwwjiscacukwhatwedoprogrammeselearning_sfcaspx 92 See httpcampusrgucom

[Confidential] 25

outcome (English agencies have been given to understand that the final report on the Formative Evaluation is on the whole positive with particular merit being seen in the REAP and TESEP projects)94

Nevertheless the Transformation Projects are of interest as a possible role model for the Welsh and as an example of a version of the Carol Twigg ldquoAcademic Transformationrdquo approach in action While at DfES Diana Laurillard tried to gain buy-in for deploying the model in England ndash but did not succeed95 (More of this later)

Only a handful of Scottish universities took part in the Academy benchmarking exercise and the Scottish Benchmarking Group has achieved little that is visible96 At present Scotland seems to be digesting the impact of the Scottish Transformation Projects rather than conclusions from the little benchmarking it did There are also ongoing discussions about major reorganisations of the Scottish universities Funding Council which may further hinder short-term progress in e-learning related areas97

In Scottish FE Sero undertook the ldquoe-maturityrdquo study for Scottish FE colleges98 but do not feel that any have NELI status ndash none are MELIs

Wales and Northern Ireland

There appears to be no significant e-learning activity at the NELI level in Welsh FE with the exception of Coleg Sir Gacircr one of the largest Further Education Colleges in Wales99

In HE the only NELI-level activity is now at the University of Glamorgan which has developed a large blended learning programme after the cessation of EU funding for the distance learning eCollege Wales scheme

In Northern Ireland the situation with Campus One at the University of Ulster100 is paradigmatic at the MELI level across the whole of Ireland101 and cannot be ignored in any analysis (The e-learning situation with Northern Irish FE is not believed to yield any NELI-level activity)

93 See ldquoYou take the high road national programmes for the development of e-learning in Higher Educationrdquo by Terry Mayes and Derek Morrison in Reflecting Education Vol 4 no 1 2008 ndash httpwwwreflectingeducationnetindexphpindexindexphpjournal=reflectingamppage=articleampop=viewamppath[]=51amppath[]=52 It is generating a lively and wide-ranging online debate94 The main critique emanating even from Scottish sources is at the ldquoprogramme value for money levelrdquo ndash did one have to spend that much to get that much The English Pathfinder and Welsh (Gwella) Enhancement programmes are much more modestly funded on a per-institution basis95 See httphuveauxlearningcomcontentresourcesshow_reportshigher_edhtm 96 There is a stub web site at httpwwwheacademyacukaboutusscotlandinstitutionssbg and occasional SBG presentations at conferences97 See NEW RELATIONSHIPS AND FUNDING REGIME PROPOSED FOR UNIVERSITIES (June 2008) at httpwwwsfcacuknewsnews_release_university_taskforce_report_launch_240608pdf Even though the more extreme scenarios seem now to be ruled out a period of uncertainty is expected98 See httpwwwsfcacukinformationinformation_learningkey_policy_areassero_e_activity_studypdf 99 See httpwwwcolegsirgaracuksiteswebonline_learningphp 100 See httpcampusoneulsteracuk 101 South of the border the only significant providers are NDEC (soon to be wound down and absorbed back into Dublin City University (compare the situation of the Teacuteleacute-universiteacute de Quebec) and the commercial Hibernia College

[Confidential] 26

4 Further issues possibilities and debates

The areas explored briefly below suggest a range of policy issues to monitor and influence and debates within and across sectors

41 Policy issues in HE HEFCE and DIUS

HEFCE no longer has a Director of Teaching and Learning since Liz Beaty resigned to take up a post at the University of Cumbria and HEFCE has made it clear that it does not intend to replace her ndash her role is now absorbed into that of John Selby It has also been made clear that in the e-learning area almost all activity is devolved to the agency level ndash mainly JISC but also still the Academy102 103

For various reasons not germane to this analysis104 the Academy does not seem likely in the short term to be able to build on its success in Benchmarking and Pathfinder

At a strategic level the Academy has been criticised by some ndash but praised by others ndash for acting within a belief system set up by HEFCE after the demise of UKeU which asserted that major initiatives were too high risk and so incremental change rather than step-change was best for the HE sector However developments above and beside HEFCE are calling this approach of the Academy into question

DIUS the government department (half of the former DfES) that oversees HEFCE have released a grant letter which takes a much more directive tone105 and hints at a step-change of ldquocontrolled experimentationrdquo in the areas of skills lifelong learning and accelerated programmes (a 3-year degree in two elapsed years)106

The new release of the ldquoHarnessing Technologyrdquo strategy for the college sector (developed by Becta) talks about discontinuous change ndash and internal planning papers behind that are much more explicit Indeed they are reminiscent of certain never-published government scenario papers of a few years ago107 Serorsquos commissioned work on a benchmarking system for ldquoinstitutional e-readiness for step changerdquo tends to confirm that but it is for Becta to comment

42 Benchmarking in HE ndash the future

Benchmarking is a key technique for inducing organisational change and while the approach in HE so far has assisted universities to better understand themselves it has not helped them so much to better position themselves vis a vis others and has made it hard for agencies to get an overview of the HE sector108 From time to time

102 There are some much smaller but crucial players in particular the Leadership Foundation for Higher Education (LFHE)103 This was confirmed by John Selby in his keynote to the HE audience at the HE Academy Benchmarking and Pathfinder final event on June 26104 Management staffing budget and inter-agency issues105 It has to be noted that other position papers from DIUS ndash on local universities and on work-based learning have been criticised as taking a conservative view of pedagogy106 Interestingly and depressingly this was recommended by Dearing in 1996 Progress has been rather slow And some recent policy papers from DIUS have seemed very conservative in technological terms107 These involved DfES projects with the code name ldquoCollege Onlinerdquo A few fragmentary references can be found eg at httpwwwdfesgovukpnsDisplayPNcgipn_id=2003_0003 and httparchivecabinetofficegovuke-envoyreports-annrep-2002$file04-06htm 108 It has to be said that many universities regard that last point as a feature not a bug

[Confidential] 27

the uniformity ndash or apparent uniformity109 ndash of the approach to e-maturity in FESR has been held up to HE as an exemplar

It has been suggested to us by an HE-aware expert that the English HE sector be offered one benchmarking methodology which has the following features

1 Focussed on ensuring e-readiness for success in the impending era of step change and controlled experimentation rather than on a large list of criteria of questionable relevance to this goal

2 aligned to the HEFCE Measures of Success (in their current and evolving state)

3 public and documented within an ldquoopen educational methodologiesrdquo paradigm

4 sustainable with a clear development lead within a community of practice paradigm and sustainability costs not all falling on public funds

5 affordable by large and small institutions

6 consistent across the HE sector and beyond into HE in FE (within the framework of a QAA-OFSTED coordinated approach ndash this may be seen as a naive goal but it is surely best to try)

7 evolving refining and re-normalising across time but slowly and systematically so as to allow valid year on year comparisons

8 built on a foundation of one of the methodologies used in the earlier phases

9 with optional extensions for topics of institutional or sub-sectoral interest

10 and guidance for those HEIs who wish to produce narrative reports (as several non-OBHE institutions did)

These principles have largely been put into practice for Welsh HE benchmarking which is being taken forward on a basis of the HE PickampMix scheme now renamed ELDDA110 Suitably reworded for FESR it seems to us that the principles are reasonable approaches for a benchmarkingmaturity approach for FESR ndash and maybe even schools ndash although the practice (the specific scheme) might be different

Compatibility between HE and FE

How much consistency there would be between any FESR scheme and an HE scheme conforming to the above principles remains to be seen The situation in HE is different from FESR in that benchmarking schemes are either proprietary (like OBHE) or more usually public domain within a Creative Commons paradigm (like PickampMixELDDA or eMM) ndash in neither case do agencies have much direct influence on the schemes111

The role of the Mixed Economy Group would be crucial ndash as would be their views ndash since they suffer most from ldquodouble regulationrdquo

109 As Becta is well aware it is not so uniform with rapid development of EMF the continuing presence of other legacy systems such as eLPS and incompatible survey parameters needing much reworking to come to FESR-wide conclusions110 See the Gwella blog posting of June 25 at httpelearningheacademyacukweblogsgwellap=33 and the EDSuT position paper at httpelearningheacademyacukweblogsgwellawp-contentuploads200804BMWales250408pdf Also see httpelearningheacademyacukwikiindexphpELDDA 111 It is somewhat similar to the Moodle situation

[Confidential] 28

43 Enhancement in HE ndash and FE

We believe that the Scots have chosen the correct word for what is required in any new phase namely Transformation We have been thinking about what is required long before the recent JISC Circular 0508 on Institutional Approaches to Curriculum Design came out112 We believe that the focus for future funding should be to transform one or more academic programmes not infrastructure or systems Funding should not be available for IT infrastructure or software Any academic programme proposed for transformation would have to go through a full (re)validation process which is e-learning aware and takes due account of market research and competitor research information This is the way the Swiss Virtual Campus113 was set up and has functioned for some years (There will be a full evaluation of the Swiss Virtual Campus done by an OU expert this summer However since the SVC used several UK experts as project referees more is known about it in the UK than might at first be realised)

There is a debate to be had about funding and access to funding ideally sources of funding would be multiple including HE Academy funding and some funding taken from other HEFCE initiatives including part of the ldquocontrolled experimentationrdquo moneys for the Leitch agenda Access to this funding should as usual be competitive and based on the following features

the degree of alignment with HEFCEDIUS agendas for innovative programmes

the extent to which issues raised by benchmarking criteria are being prioritised for fixing

compliance with best practice in transformation

To make a difference in the sector we would hope that at least 20 institutions could be funded at a cost of around pound15 million Thus the current JISC Call is just a start in our view

See later for which approach to change management we recommend

More will not be said here as this could be argued to be more properly the domain of the companion report on ldquolearning and teaching redesignrdquo But note that the boundary between these is flexible

Much of this could in our view be easily adapted for FESR at least for the larger FE colleges WBL PCDL and OLASS would need a different approach probably through an intermediary layer of ldquoconsolidatorrdquo To group together smaller colleges the JISC RSCs might play a role at least in those regions where they are regarded locally as effective It is interesting that this is the case in Wales and there are much closer links between the RSC and the HE Academy than elsewhere

44 Change management approaches

Transformation is hard for all types of public educational institutions in all countries of the world with the partial exception of universities in the US

112 See httpwwwjiscacukfundingopportunitiesfunding_calls200804circular508aspx By early August the results should be public113 See httpwwwvirtualcampusch

[Confidential] 29

1 Institutions are reluctant to change what and how they teach even when demographic and business pressures are strong and even when new markets emerge

2 Many patterns of incentives have been tried at the sector level in many countries but at best lead to incremental change usually with increased costs

3 Even when institutions accept that they have to change they seem to find it particularly hard to make the changes This can be down to several reasons of which the most important are usually poor or badly-trained management weak local incentives and an inadequate knowledge base

This section particularly focusses on the knowledge base aspect of point 3

The fundamental issue with change management in educational institutions from a knowledge base point of view is that if one takes a standard textbook on change management in business114 and removes the parts which are not seen as relevant (not the same as not actually relevant) one ends up with a slim pamphlet

There is also a strong reluctance except occasionally in universities115 to distrust any solution that comes from business This leads to a number of softer or more intellectual solutions being proposed for those few still prepared to ldquogive change a gordquo

There are five main approaches to change management that have been used or at least proposed for use in institutions in the education sector in England

1 Business Process Re-engineering

2 MIT90s

3 Theory of Change

4 Complexity Theory

5 The Twigg approach to academic transformation

We finish with some commentary

Business Process Re-engineering

In the 1990s a number of e-learning experts including Bacsich116 in the UK and Collis117 in the Netherlands put forward transformative approaches to campus-based education based on business process re-engineering Such ideas were popular across the world118 and in some cases experts were actually allowed or encouraged by their institutions to put them into practice119 Many such ideas were articulated in the heyday of the virtual campus concept part of the ferment which in the UK led to

114 See for example The Theory and Practice of Change Management by John Hayes (Leeds Business School) httpwwwpalgravecomproductstitleaspxis=1403992983 115 Driven on the whole by institutional leaders not from the Business School116 See for example httpwwwssrchkuhksym98keynoteshtml 117 See for example Workflow Applied to Projects in Higher Education by Betty Collis et al httpprojectsedteutwentenlcea11PublicationsWorkflow_Applied_to_Projects_in_Higher_Educationdoc 118 Usually more popular the further the prophets travelled from their home base119 See Re-Engineering the Campus with Web and Related Technology for the Virtual University based largely on an instantiation by Bacsich at Sheffield Hallam University httpwwwpjbcouk14-15vu1htm

[Confidential] 30

UKeU and the Interactive University ndash though other international experts were more sceptical Since then there has been disenchantment in academia with such a forceful approach to change management but it is surprising how many references to this work still are extant120

As with a number of other approaches (including MIT90s) business process re-engineering was developed in the early 1990s ndash again like others it had a recognised guru ndash or pair of gurus actually Michael Hammer and James Champy121 They defined it as

the fundamental rethinking and radical redesign of business processes to achieve dramatic improvements in critical contemporary measures of performance such as cost quality service and speed

The use of ldquostrongrdquo words such as ldquofundamentalrdquo ldquoradicalrdquo ldquodramaticrdquo and so on ndash plus the use of metrics including cost ndash served to differentiate BPR from more incremental schemes of quality enhancement and perhaps suited the business crisis in the US of the early 1990s ndash but it has also served to put people off especially in the education sector In the mid 1990s there were (as usual) the publication of critiques of the approach and the zeal in the US began to wane However the focus on business processes as a starting point for analysis and redesign is now a standard part of a change management portfolio and indeed forms the whole basis of some benchmarking schemes such as eMM122 There is also a supposition in the US that the major changes in commerce and industry due to the global market and IT have now been made ndash but is this true in the UK And is it true for the educational sector especially those post-secondary parts exposed to foreign competition123

Certainly business process re-engineering is largely out of fashion among e-learning gurus even in the university sector let alone in colleges and schools ndash which does not mean that it is not relevant and not being quietly used in some institutions124 In particular the BPR tools used for reconceptualising change may be particularly valuable

MIT90s

MIT90s is a softer model with perhaps a sounder theoretical basis It was first developed in the early 1990s by a group at MIT (Massachusetts Institute of Technology) and then applied to IT-induced transformation of US corporates (A very similar timescale to BPR)

120 See for example the hits for Business Process Re-engineering AND virtual campus on Google ndash and leave out the hyphen for even more121 The seminal book is Reengineering the Corporation A Manifesto for Business Revolution by Michael Hammer and James Champy first published in hardback in 1993 ndash but the original academic article on which the book is based goes back to 1990122 See httpwwwutdcvuwacnzresearchemmindexshtml 123 Cue the recent UUK report on The future size and shape of the HE sector in the UK threats and opportunities124 There is an intriguing Edinburgh University reference in the Academic Board papers at httpwwwacaffairsedacukCommitteesAPCdocumentsMinute_000pdf

[Confidential] 31

MIT90s was later applied to the education sector in Australia especially125 It also became central to a number of JISC126 and related studies (including from DfES) on adoption and maturity in schools and FE

In universities it was used for benchmarking e-learning by the University of Strathclyde in 2006 and (after substantial reworking) by a consortium of four universities in 2007 three in England Bradford Brighton and Thames Valley University and one in Wales Glamorgan (No colleges have used it to our knowledge) Thus the model has some traction within English academia It also remains attractive to a number of experts in information systems departments of universities interested in theories of IT-induced change In summary it has provided a useful contextual scheme for benchmarking and a gentler framework for academic transformation

There is an overall survey paper on MIT90s available127 and an informative page on MIT90s on the HE Academy wiki128 so that the rest of this subsection will be brief

The key notions of MIT90s are

Categories under which an institution can be analysed and trajectories of change between these categories

Transformation levels representing the ldquodepthrdquo of change

The categories are as follows

1 The external environment (this one is often ignored)2 The organisational strategy3 Individuals and their roles (leaders staff students)4 The organisational structures5 The technology being used (ICT in this case)6 The management processes (and here are the links to BPR quality etc)

The concept of transformation levels is best regarded as a graft-on to the core MIT90s proposition There are five transformation levels proposed

1 Localised exploitation2 Internal integration3 Business process redesign4 Business network redesign5 Business scope redefinition

In earlier DfES-era thinking it was found useful to map these into five stages of reachable institutional maturity (as for example used for EMFFE) ndash this was seen as convenient and perhaps motivating to the sector However we suggest the time has come in the demand-led skills era to ldquore-normaliserdquo the levels for education (as has to occur from time to time in such schemes) ndash in fact to now use the conventional MIT90s mappings within business and commerce This particularly affects levels 3 4

125 See Managing the Introduction of Technology in the Delivery and Administration of Higher Educationrdquo by Philip Yetton et al httpwwwdestgovauarchivehigheredeippubseip9703fronthtm 126 See A Framework for Managing the Risks of E-learning Investment 2004 a report to JISC by the University of Strathclyde and Kilmarnock College127 See The relevance of the MIT90s framework to benchmarking e-learning by Paul Bacsich httpelearningheacademyacukweblogsbenchmarkingwp-contentuploads200609MIT90s-survey-20060925doc 128 See httpelearningheacademyacukwikiindexphpMIT90s

[Confidential] 32

and 5 See the table below where the first three columns are taken from MIT90s with the right-hand column a new interpretation for the educational sector

level description mapping to commerce (from MIT90s book) ndash with our italics

relevance to education

3 Business process redesign

results from a fundamental rethinking of the most effective way to conduct business

Rather like BPR or process-driven benchmarking-induced change

4 Business network redesign

the use of IT by the organisation to include suppliers customers or any other trading partner to contribute to the organisationrsquos effectiveness In a sense one is moving from the traditional formal organisation to a ldquovirtualrdquo or ldquonetworkedrdquo organisation that works together to accomplish a particular purpose

Appropriate for a ldquoLearner 20rdquo mode of operation ndash and demand-led thus including employer partners also

5 Business scope redefinition

where an organisation decides to break out and exploit the new technology in the marketplace

The aim is to explain the logic underlying the composition of the organisationrsquos portfolio of businesses identify differential strategic thrusts and develop criteria for allocation of scarce resources among the businesses

Considerations of business scope dictate major strategic activities such as diversification divestment consolidation and mergers and acquisitions

Appropriate for new styles of institution such as

substantial outsourcing to shared services (not only from JISC and JANET)

dual-mode universities

virtual colleges (US model)

FE content factories

open educational repositories

virtual schools (eg based on mainstreamed Notschoolnet approaches)

extended schools

lifelong learning networks embedded in HEIs and FECs

Theory of Change

Now follow a number of change management approaches of a ldquosofterrdquo nature and of interest to social scientists The first is the Theory of Change

As noted on the HE Academy wiki129

A theory of change describes the types of intervention that bring about the outcomes depicted in a change map leading from one institutional state to another via a series of interventions The theory should also take account of the assumptions that stakeholders use to explain the change process represented by the change framework

The concept is associated recently with the work at the ActKnowledge research organisation and the Aspen Institute This has an active web site130

However the concept appears originally to date from the work of Kurt Lewin who is better known in e-learning circles for his (related) work on force field analysis

129 See httpelearningheacademyacukwikiindexphpTheory_of_change accessed 24 June 2008130 See httpwwwtheoryofchangeorg

[Confidential] 33

Approaches in the theory of change genre have been used for some years in the UK in social science research and to an increasing extent in e-learning evaluation ndash see for example the Glenaffric131 abstract for ALT-C 2007132 It has also begun to be used in UK universities at the planning level

In terms of sectoral traction in university management it has to be said that the only evidence available to the team is its usage by senior management at the University of Sheffield but no details are public Of the 36 or so English HE institutions (over half the institutions benchmarked) that members of the Sero team have been in contact with in connection with benchmarking e-learning none have mentioned it in a management context We would be surprised if the situation is different in the FESR sector or in schools especially since such theories come with a steep learning curve which busy managers in hard-pressed institutions (especially smaller ones) on the whole do not wish to get to grips with

Having said that in the research and evaluation community Theory of Change approaches are certainly of some interest and not only for research at the University of Sheffield (Desila project)133 Examples include work at Lancaster University Business School for the Gateshead Skills for Life Partnership134 and at the Change Academy135 On the other hand it is not a subject that has come up much in ALT or ESRC circles connected with e-learning ndash or in EU circles ndash always with the proviso that this comment relates to discussions that members of the Sero team are familiar with

Complexity Theory

Complexity theory has a number of distinct meanings in the physical and social sciences ndash here we focus on the application of complexity theory to organisations thus part of strategic management and organisational studies

Wikipedia notes that136

complexity theory is used in these domains to understand how organizations or firms adapt to their environments The theory treats organizations and firms as collections of strategies and structures When the organization or firm shares the properties of other complex adaptive systems ndash which is often defined as consisting of a small number of relatively simple and partially connected structures ndash they are more likely to adapt to their environment and thus survive Complexity theoretic thinking has been present in strategy and organizational studies since their inception as academic disciplines

There are links of complexity theory to cybernetics

131 Glenaffric are a firm of evaluators based in Scotland and used by JISC and the HE Academy for many studies See httpwwwglenaffriccouk 132 See httpwwwaltacukaltc2007timetableabstractphpabstract_id=1286 133 See httpwwwjiscacukwhatwedoprogrammeselearning_pedagogyelp_desilaaspx 134 See httpwwwlumslancsacukleadershipcelresearchprojects0607 135 See Some concepts and tools for evaluating the effects of complex change projects by Murray Saunders Bernadette Charlier and Joel Bonamy circa 2004 httpwwwheacademyacukassetsYorkdocumentsourworkinstitutionschange_academyCA027D_Saunders_ToolsForEvaluatingComplexChangedoc 136 See httpenwikipediaorgwikiApplication_of_complexity_theory_to_organizations

[Confidential] 34

The JISC Infonet page on Complexity Theory goes into more details on complexity theory oriented to the UK educational scene137 However the JISC site mentions complexity theory in only two places one for a Northumbria University e-learning bid and once as a marginal reference in a piece of work at the University of Strathclyde

There is also a useful two-page summary on the HE Academy web site138

Our own information from the English HE sector confirms that its use in projects and by management is minimal However as with Theory of Change the situation may be different in the research and evaluation community

Overseas there is clear use in particular in Hong Kong (a region which in the past has looked a lot to the UK for its university and schools ICT development) There is a masterly analysis of the theoretical issues surrounding complexity theory in a paper by Shum and Fox (both based in Hong Kong) for ASCILITE in 2004139

The third thrust of Fullans work is the significance he gives to complexity theory He argues that change is complex and uncontrollable and with reference to the work of Stacey (cited in Fullan 1993) Fullan introduces into the field of education a theory that was originally developed in the natural sciences The roots of complexity theory can be traced to the idea of emergence and unpredictability in the nineteenth century The Open System Theory is considered a more recent forerunner of complexity theory In a nutshell complexity theory is a holistic connectionist and integrationist view of the individual and the environment (Morrison 2002 pp 6-7) In addition to introducing new theoretical concepts Fullan tries to bridge the language gap between the two disciplines This alone is a formidable task He tries to translate complexity theory concepts into terms that stakeholders in the education policy arena can make use of in policy discourses

Fullans work is inspiring yet we would argue that to translate complexity theory into a compatible education theory (Fullan 2003) is more a collection of practical wisdom statements than theoretical constructs that can guide empirical research Fruitful insights can be gained from Fullans work yet it is not viable to put the concepts together into a single research framework Those who attempt to apply complexity theory in their research encounter this difficulty Reviewing the work of Byrne (1998) Morrison (2002) and McNaught (2003) some common problems are identified ndash for example the lack of concrete measurements and vague concepts that often require the support of other theories The applicability therefore of complexity theory is questioned and its adaptation into the social sciences and into the field of education in particular may still need more time and research to fully mature and to be applicable to guide empirical research

The whole paper is worth reading For an application in higher education we recommend the paper by Parchoma in Canada140 This is particularly interesting as

137 See httpwwwjiscinfonetacukinfokitschange-managementtheoretical-modelscomplexity-theory 138 See Complexity Theory ndash A Perspective on Education by Paul Tosey httpwwwheacademyacukassetsYorkdocumentsresourcesresourcedatabaseid53_complexity_theory_a_perspective_on_educationpdf 139 See Changing schools through exploring innovative pedagogical practices using ICTs by Ip Pui Shum and Robert Fox University of Hong Kong httpwwwasciliteorgauconferencesperth04procsiphtml 140 See Visualizing ICT Change in the Academy by Gale Parchoma (University of Saskatchewan

[Confidential] 35

she references ldquomainstreamrdquo e-learning theorists such as Tony Bates and there is also a good bibliography

The Twigg approach to academic transformation

There is a particular approach to academic transformation that was pioneered by a team in the US under the direction of Carol Twigg with funding from the Pew Foundation Later the National Center for Academic Transformation141 was set up with Carol as the Director

In 2003 meetings were called at DfES in London by Diana Laurillard then Head of E-Learning at DfES to discuss with both HE and FE whether the Twigg approach should be tried in England A review of it was commissioned from an OBHE team involving the University of Surrey142 The review was measured although on balance somewhat negative but it is said that some agencies and institutions were more negative ndash and it was perhaps a bit close to the UKeU debacle to have got the attention it deserved ndash in England Not at the time although one could stretch a point and say that some elements in or at least aspirations for Pathfinder were reminiscent of Twigg

However in Scotland the approach was more directly taken up in the Scottish Transformation Programme although the extent to which this followed a strict Twigg model may not be clear until the formative evaluation of that is published A just-released research paper143 draws some cautious interim conclusions in careful language

The scale of these two programmes [Transformation and Pathfinder] is comparable to the Pew Grant programme in course redesign in USA higher education which claimed both improved learning and reduced costs through the introduction of technology enhancements This paper considers how these claims influenced the UK initiatives and how divergent strategic considerations led the national programmes to be defined differently A conclusion is that the way the initiatives were framed has influenced their outcomes However both programmes have succeeded in building a cross-institutional level of capacity development that offers a policy direction for the future

Despite a number of setbacks and false starts the ideas of Twigg have not gone away and surface from time to time in various ways144 Certainly we recommend that the methodological base of any transformation methodology for HE or FE should be close to the Academic Transformation methodology of NCAT associated with the name of Carol Twigg However it will need to be updated in the light of studies of this programme (eg the one commissioned by DfES) criticisms of some aspects of its approach (eg on costing) better links with MIT90s145 change management thinking and results from the Scottish Transformation Programme and in time from Gwella

httpwwwigi-globalcomdownloadsexcerptsreferenceIGR3010_86XSe7e7BApdf141 See httpwwwthencatorg 142 See Redesigning Teaching and Learning in Higher Education using ICT Balancing Quality Access and Cost ndash A review of the US Pew Grant Program in Course Redesign and its potential for UK higher education ndash Final Report Never published There was an interim report also143 See ldquoYou take the high road national programmes for the development of e-learning in Higher Educationrdquo by Terry Mayes and Derek Morrison Reflecting Education Vol 4 no 1 2008 httpwwwreflectingeducationnetindexphpindexindexphpjournal=reflectingamppage=articleampop=viewamppath[]=51amppath[]=52 144 Including her ldquoinstitutional readinessrdquo criteria appearing in a recent Becta ITT

[Confidential] 36

Since consensus needs to be built (or more accurately rebuilt) and care taken to ensure that any approach is up to date an initial study is needed to determine the details of approach and in this due note should be taken of the views of experts on the applicability of business process re-engineering change management and similar techniques to the university sector ndash these experts should include but not be restricted to the Pathfinder Critical Friends and those associated with relevant EU Canadian and Australian projects

Commentary

Behind the energetic debate on change management three aspects vital though they are get rather little attention The first is costing

Ever since a number of key studies on costs of e-learning from the late 1990s146 there has been general agreement that cost issues are important to change in e-learning (especially step-change) but a general feeling of tiredness in the sector at the thought of doing anything about it The HEFCE Strategy for e-Learning mentions ldquocostrdquo just twice in its 19 pages147 although the second mention is as a component of Objective 42 of Strand 4 ldquoStrategic management human resources and capacity developmentrdquo which lists as the third action in that Objective

HEFCE to investigate costing methodologiesmodels for developing and delivering e-learning in the context of the review of its teaching funding method

To the first approximation nothing has been done by HEFCE148 One should note that most HEFCE actions on e-learning are delegated to agencies mainly JISC and the HE Academy but also including the more minor ones such as the Leadership Foundation ndash but this action on costing has not been delegated (It is one of a handful of such actions not activated directly or delegated ndash the other group is in Objective 62 which pertains to international analytic activity ndash see later)

A similar situation appears to pertain in FE

Although in the US and Australia costing analysis continues the topic remains at a low level of interest in the UK at least until recently However JISC in its background review relevant to the Curriculum Design call (0508) has again cited costs work as relevant to institutions wishing to bid Specifically Helen Beetham in her JISC report Key messages on curriculum design for technology-rich learning environments149 references the following

Insight a model for evaluating the costs and benefits of ICT in Teaching and Learning

145 See The relevance of the MIT90s framework to benchmarking e-learning httpelearningheacademyacukweblogsbenchmarkingwp-contentuploads200609MIT90s-survey-20060925doc 146 In particular the CNL and INSIGHT studies from JISC and the TCO study from Becta147 See httpwwwhefceacukpubshefce200505_1205_12doc 148 HEFCE might contend that one or more studies by JM Consulting pertain to this issue ndash see eg httpwwwhefceacukLearningfounddegfundinghtm We would contend that no specific study has been done149 At httpwwwjiscacukmediadocumentsprogrammeselearningcapitalcurriculumbriefingkeideasdoc

[Confidential] 37

Bacsich et alrsquos Costs of Networked Learning project (2001) is widely referenced in the literature and remains a benchmark study150 See also ldquoThe Costs of Networked Learningrdquo (chapter) in Networked Learning Perspectives and Issues151 See also the cost savingsresource efficiency chapter of the CAMEL Tangible Benefits of e-Learning report152

This last report is getting a lot of attention although more anecdotal (but still evidenced) though less analytic than the others it is perhaps a good way to make costing issues palatable to institutions

The second topic is market research Though institutions are rather coy at admitting they do explicit market research and many academics are unaware of what the central departments do in this area it is clear that market research is carried out Furthermore when the few public reports on markets come out they are seized on A good case study of this was that when the full version of the Pricing Survey and Analysis of Online Degree and MBA Courses was released by British Council in autumn 2005 via its GETIS service it was downloaded avidly153 Although HEFCE have not activated directly their Objective 62 it could be argued by some that the Observatory on Borderless Higher Education subscription service is a partial fulfilment of that HEFCE Objective noting that the fraction of OBHE material pertaining to e-learning is actually quite low154

The final topic getting least attention of all in HE and FE is new styles of institutional providers There is nothing in the post-16 sectors like the City Academies programme or the various other routes (and discussed potential routes) to set up new types of schools with new governance models It is as if having set up OU Ufi and UKeU a feeling of tiredness set in ndash ldquotwo out of three ainrsquot badrdquo This is in stark contrast to the new styles of organisations appearing in several other countries ndash by no means all underdeveloped countries ndash indeed several are in the EU and not all in the East

It may be (still) some way from current government policy but the role of the private sector in universities and the link to e-learning is much discussed across the world and in international agencies such as the World Bank UNESCO etc155 Perhaps one should not be surprised given the development of e-learning in the corporate training sector (and indeed in some public sectors such as the military across several nations)

In this context it is interesting that material normally discussed only among a few internationally-aware policy wonks156 has surfaced in the 2008 UUK Report already mentioned For example one aspect of Scenario 3 has as a feature150 See httpwwwmatic-mediacoukCNL-1doc 151 See C Ash and P Bacsich (2001) in C Jones and C Steeples (eds) Perspectives and Issues in Networked Learning Springer-Verlag New York152 See httpwwwjiscinfonetacukcase-studiestangible 153 A minimal public version of this is at httpwwwmatic-mediacoukukeuUKEU-r03-pricing-public-2005doc 154 See httpwwwobheacukaboutus 155 See for example the e-learning speakers including Tony Bates and Terry Hilsberg at the 2006 International Investment Forum for Private Higher Education (httpwwwifcorgifcextchensfContentEd_Forum_2006_Agenda) including some from UK HE ndash see httpwwwifcorgifcextchensfAttachmentsByTitleEd_06_Lefrere$FILELefrere_OnLine+to+Blended+Deliverypdf 156 There are some exceptions Those who listened to the insights from Cliff Allan former Director of the HE Academy would know this The trace of the event does not really do it justice ndash ldquoyou had to be thererdquo But if you were not see Reflections on Dearing and the future for HE at httpwwwbradacuklsstqegconferences2008outlinesphpallan

[Confidential] 38

highly innovative providers including many more private providers than there are now with a greater awareness and commitment to develop and exploit their particular strengths and bring new products combining new technological approaches to enhance the student learning experience to new better defined market

And Scenario 3 is not the only scenario where the private sector makes an appearance For longer-term issues see the report by Machin157

It may be too fanciful to hope but one could regard the upcoming restructuring of the LSC with a larger role for local authorities as an opportunity to rethink some of the governance models and funding approaches to the FE sector It is good to see forward-looking local authorities already participating in the mechanisms for this massive change in the ldquomachinery of governmentrdquo for 14-19158

It is verging on out of scope but it is said that there are some structural issues to do with home nations and regional governance which make it rather less likely than in other countries that regionalstateprovincial rivalry will create new-style institutions and thus absolve government of the responsibility Basically England is too big and the other home nations too small and the regional tier is vague often too low in population and not relevant to current business structures (eg commute patterns for city-regions etc) But one should not be too despondent and a comparison with other countries and regions in Europe gives rise to some optimism Consider the following

If Catalonia can have its own open university159 why not Scotland If Estonia can have its own e-University160 and Ireland a commercial online

provider (Hibernia College) why not Wales Or Yorkshire161

45 Developing critical success factors for organisational change

The last section leads naturally back to organisational change ndash as we expect the number of new-build institutions to be few then the main challenge is to transform existing ones

There is much discussion as to what exactly a critical success factor is ndash and the term is often used in widely different ways On the HE Academy wiki there is an attempt to produce a synthesis and grounding in the business and management literature162 There it states that (our italics)

A critical success factor is a factor whose presence is necessary for an organisation to fulfil its mission ndash in other words if it is not present then its absence will cause organisational failure

157 PublicPrivate Education Partnerships 2025 Beyond Current Horizons httpwwwbeyondcurrenthorizonsorgukwp-contentuploadsbch_challenge_paper_public_private_stephen_machinpdf158 See for example the recent East Midlands event at httpreadingroomlscgovukLSCEastMidlandsLSC_LEA_14-19_changes_presentation_April08ppt 159 See httpwwwuocesportalenglish 160 See httpwwwe-unieedocumentse-Uni_Strategypdf 161 It is said (in Yorkshire ndash at httpwwwackroydfamilyresearchcouksizeyorkhtm) that ldquoYorkshire has a greater population than nations like Ireland Denmark Norway Finland Latvia Lithuania Libya Panama Paraguay Uruguay and New Zealand is approximately equal in size to countries like Israel and El Salvador and has a greater population than all but 14 states of the USArdquo162 See httpelearningheacademyacukwikiindexphpCritical_success_factor

[Confidential] 39

So a critical success factor is required (mandatory) for success ndash thus many so-called ldquohygienerdquo factors however popular with government and agencies are unlikely to quality This leads to the approach of distilling (or filtering) critical success factors out of a longer list of benchmarking or maturity (or even quality) criteria

Becta is aware of the exploratory work Sero has undertaken on developing a set of critical success factors for predicting capacity for organisational change related to e-learning in the English FESR sector In that project after some debate and consultation with Becta the definition of critical success factor settled down to ldquocritical success factor for step-change in e-learningrdquo

The confusion comes in because there can be different levels of ldquomissionrdquo for an organisation even within the e-learning space There are at least three ldquostrengthsrdquo of mission for an organisation

1 Ensure that more and more e-learning activity takes place each year2 Ensure that a significant extra amount of e-learning activity takes place fast ndash

the step-change ndash but the organisation could in theory continue without e-learning (at least in the short term) This is quite close to the NELI and MELI categorisation

3 Organisations which do nothing but e-learning like UKeU (did) Ufi virtual colleges Notschoolnet etc ndash or are so dependent on it that it is business-critical like several US and Australian universities ndash so avoiding e-learning is not an option

Most previous literature in this area is either at level 1 or level 3 ndash very little so far at level 2

A further confusion creeps in where the ldquoorganisationrdquo is finessed to be a department faculty or even programme of study We are here only concerned with whole organisations in the sense of legal entities known and visible to government and its agencies Much of the level 1 literature is actually not about whole universities for example

Apart from the Sero team and those experts linked to this there are other groups in the UK interested in critical success factors Some but not all tend to come from a background of analysing failures The groups include

An informal group so far consisting (apart from Sero staff) of Su White (Southampton) who is interested in failed initiatives and Maggie McPherson (Leeds) who has just completed a PhD dissertation on this topic with application to university e-learning development (this is rather similar to benchmarking) The CAPITAL Project Director met Su and Maggie in Sheffield on March 10 Having said that it is early days for their work and the demands of our projects are likely to require faster developments than academics are comfortable with Su White co-chaired a workshop on this topic in 2006 with an impressive list of contributors and many papers published in BJET163 There was a particularly interesting contribution from John Cook and his team which includes a reconstructed MIT90s diagram motivating our proposed renormalisation of the transformation levels164

163 See httpwwwcsficecssotonacuk 164 See Change in e-Learning in a UK university ndash London Met RLO-CETL by John Cook et al paper presented at CSFIC 06 (a workshop at ECDL 2006) Alicante Spain httpwwwcsficecssotonacukCookpdf

[Confidential] 40

A more systematic group associated with Professor Geoff Peters (OU former Pro-Vice Chancellor and active in EADTU) and Lee Taylor (formerly with NHSU) Members of it contributed to the recent NHSU report from OBHE but that report did not have a critical success factors scheme There are plans for an invitational seminar on major public sector and corporate e-learning initiatives in October 2008

Finally at an EU level work is also going on looking at critical success factors for HE under the already-mentioned ReViCa project165 This started contractually in September 2007 and runs for two years under the EU Lifelong Learning Programme It has recently (early June) had its second project meeting (the first one where it met with a number of notable e-learning advisors from round the world including Tony Bates)166 At that meeting there was a position paper discussed on adopting a particular critical success factors scheme for e-learning in HE across Europe167 This scheme was split into three sections and each section discussed by one group of advisors ndash two made useful contributions much in line with UK views while the third seemed to struggle ndash but it is interesting that the third group had to wrestle with criteria in the more demand-led areas (employers etc) with which it seems few non-UK experts are familiar A more considered view will be available late in the summer

46 The knowledge skills and understanding needed by leaders of educational institutions

Current Sero work for Becta168 on e-readinesscritical success factors gives us an indication of what is relevant if pedagogy and the curriculum are to engage in transformational change This area is worth pursuing for further debate

In HE the benchmarking and ReViCa analyses suggest the following as crucial abilities that leaders (Vice-Chancellors PVCs and Directors) should (a) have (solely or with others) or (b) ensure that their key staff have Note that in many cases the best practice statement requires some reinterpretation to phrase it as a skill ndash for example ldquoThe institution has a reasoned approach to managing its brandrdquo translates to ldquoability to make evidence-based decisions on the institutionrsquos brandrdquo

Note that one should regard well-researched benchmarkingmaturity schemes (especially the practice statements for higher levels) as being repositories of expert and management wisdom on best practice including on leadership and change management

Best practice statement MIT90s category169 OBHE category170 Leader have personally

The capability of leaders to make decisions regarding e-learning is fully developed

Individuals (Leaders)Management and

leadershipY

165 See httpwwwavnetkuleuvenberevica There is also an extensive wiki but this is private166 See httpwwwavnetkuleuvenberevicap9html 167 By agreement with the developer of PickampMixELDDA this scheme was released early to the ReViCa group prior to it being put into Creative Commons in summer 2008168 Serorsquos report on critical success factors for assessing institutional readiness for step change has been delivered to Becta this report is internal to Becta and will not be published169 This is relevant since MIT90s is a relevant and viable change management approach170 This is relevant since the OBHE scheme is the basis of several international comparison exercises

[Confidential] 41

Best practice statement MIT90s category OBHE categoryLeader have personally

Regularly updated e-Learning Strategy integrated with Learning and Teaching Strategy and all related strategies (eg Distance Learning if relevant)

StrategyStrategy

development

Activity-Based Costing or a system with equivalent functionality being used to some extent in all departments

ProcessesResources and value for money

Effective academic programme decision-making for e-learning across the whole institution including variations when justified

ProcessesManagement and

leadershipY

The institution has a reasoned approach to collaboration at various levels to gain additional benefit from sharing e-learning material methodologies and systems

External environmentPartnership and

collaborationY

The institution has a reasoned approach to managing its brand

External environmentManagement and

leadershipY

The institution has a reasoned approach to managing its Unique Selling Propositions

leadershipY

Time to market is low compared with comparators External environmentManagement and

leadership

Cost of sales is low compared with comparators External environmentManagement and

leadershipThe management style is a hybrid of academic and corporate accepted by staff

leadershipY

Effective foresight function External environmentManagement and

leadershipY

Widespread skill in selling e-learning and the theory to support the skills

leadershipMarket research done centrally and in or on behalf of all departments and aware of e-learning aspects updated annually or prior to major programme planning

External environmentCommunication evaluation and

reviewY

Competitor research done centrally and in or on behalf of all departments and fully aware of e-learning aspects

reviewY

[Confidential] 42

5 Exemplars

Within England exemplars are given below However in other home nations and outside the UK there are many exemplars of great relevance which have been noted in the relevant sections It would be unwise to determine too much of English policy from the rather impoverished set of exemplars we now have in England In particular at a minimum Coleg Sir Gacircr Hibernia College and several Scottish examples should be considered before going further into EU and beyond

Schools

1 SYeLP2 Notschoolnet 3 Djanogly City Academy

4 City Lit 5 The Sheffield College Online6 Cornwall College

7 Examples described in section 3 of this report

General

8 OpenLearn

[Confidential] 43

6 Conclusions and Recommendations

61 Conclusions

Our top-level conclusions are as follows

1 England is not convincingly world-class in outcomes of ICT investment though it clearly is in money spent on ICT Countries such as Australia Brazil and Canada ndash to name but three ndash contain many useful lessons for England as regards all parts of the education sector However England is world class in the analytic tools to determine such outcomes ndash if there is the will to use them

2 There are many changes at the sector level (ie above institutions) but these are not really caused by ICT or linked back to it However some (like LEAs coming back into play for colleges) might help (eg to provide a vehicle for shared services or foster institutional change including but not only of funding and governance) if managed otherwise they will continue to lead to uncertainty

3 The HE sector has had a few mergers and a few new institutions traded up from old but very few new-build institutions

4 The FE sector has had lots of mergers and a few closures but no real organisational change within institutions and very little new-build other than new buildings for existing institutions

5 The schools sector has had a number of new-build new-style providers (Academies etc) but not driven by ICT with only rare exceptions NotSchool and its relatives etc are rare examples of virtual schools there are many more in other countries

6 In reality there is very little organisational change which is both within institutions (not above them) and ICT-induced This is particularly true for schools which due to being constrained by their mission for affordable child care during working hours have changed very little

7 In universities (but not in colleges) the main ICT-induced change is a slow drift towards a hub+spokes model for e-learning support in these institutions taking it seriously (a model dating back to the 1990s or even earlier at the OU ndash 1977) The merger of IT and libraries in universities is often tokenistic and only in a few places is yet exploiting synergies web 20 etc HEFCE have started to pay attention to this and JISC certainly are

8 Many of the things thought to be organisational change are in fact new styles of courses and so best discussed under learning and teaching redesign in our companion report

[Confidential] 44

62 Recommendations for handling organisational change caused by or needed for ICT

Government and agencies

1 The concept of the demand-led cost-effective institution must be embedded right across the sector This is particularly important in the light of upcoming economic exigency (now referred to openly in other policy papers)

2 Coupled with this must be the propagation by government of the knowhow and the tools to manage such institutions across all parts of the sector in appropriate ways Long-standing weaknesses in market research costing and decision-making (exposed by maturity and benchmarking studies) must be put right at last More attention must be paid to funding and regulatory regimes and to minimise the distortions and inhibitors that they cause

3 Government must make it clear that ICT is not a ldquochangerdquo but is an ongoing feature of institutions ndash like electricity ndash and like electricity it can shock if not correctly used There may be changes required which ICT can facilitate but ICT is not the change This implies that ICT management approaches conventional for many years now outside education must be propagated across the sector ndash this applies particularly to schools and smallspecialist FESR Lessons must be learned from the corporate training sectorrsquos use of e-learning

4 Government must give more consideration as to how small andor specialised institutions (colleges PCDL providers specialist HE special schools etc) can be aggregated for the purposes of running an effective and cost-effective ICT operation This may involve shared services JANET JISC RSCs or even new consolidators as appropriate

5 Policy must be technology-neutral but demand-sensitive However since not many organisations can yet ldquoread the tea-leavesrdquo and work out the ICT implications of policy documents (on regional provision skills etc) should contain case studies and examples of suggested best practice enabled by ICT This will overcome the bias (real or perceived) of government against ICT e-learning distance learning etc

6 No specific change management approach should be mandated by government unless when funding large-scale initiatives However government should be sensitive to the compliance costs of such approaches and its agencies should advise against those which are not suitable for smaller organisations In particular care should be taken when deploying methodologies attractive to researchers or evaluators which have not been piloted at an operational level in institutions

7 More attention should be paid to creating new-build institutions and to selecting against the status quo in doing so Carefully handled elements of ldquoregionalrdquo (in a loose sense) and home nation pride and autonomy can be used to engender change

[Confidential] 45

HE and FESR

1 The best practices found in the more e-learning aware universities and colleges should be propagated across the sector and the worst practices selected against

2 Those practices not yet found even in the most e-learning aware organisations need to be embedded ndash in particular costing and market research Quality procedures for e-learning also need attention in many institutions (but not all) particularly when they cross sector boundaries

3 The paradigm should be a hub+spokes model of e-learning support with for the next few years a senior person in charge of e-learning activities The costs for this should not fall long-term on government

4 JISC have many resources in this area Consideration should be given to a revised version of JISC Infonet targeted to this specific need but it must be correlated with HE Academy and Becta material and perhaps that of other agencies

Schools

1 The headline is that schools should use the normal panoply of management approaches to ICT appropriate to organisations of their size This will imply due attention to setting up and running an ICT committee paying more attention to procurement etc The ICT Test Bed reports contain many examples of good practice

2 As far as possible and in part due to the changes in the 14-19 approach schools and colleges should aim to converge their approach to management of ICT

3 While respecting the secondary but vital mission of schools to supply affordable child care more attention should be paid to ldquovirtual schoolrdquo models and not only for the usual categories of disadvantaged learners

[Confidential] 46

7 References

Key references are indicated as footnotes in the text for ease of access

[Confidential] 47

8 Annotated bibliography

This bibliography focusses on general material relevant to organisational change For material specific to particular institutions or projects see the footnotes

Bacsich Paul (1997) Re-Engineering the Campus with Web and Related Technology for the Virtual University httpwwwpjbcouk14-15vu1htm

Bacsich Paul Ash Charlotte et al (1999) The Costs of Networked Learning (CNL) report to JISC from Sheffield Hallam University with Kim Boniwell and Leon Kaplan with the assistance of Jane Mardell and Andrew Caven-Atack October 1999 httpwwwmatic-mediacoukCNL-1doc

Bacsich Paul (2005) Lessons to be learned from the failure of the UK e-University ODLAA 2005 httpwwwunisaeduauodlaaconferencePDFs3220odlaa200520-20bacsichpdf

Bacsich Paul (2006) The relevance of the MIT90s framework to benchmarking e-learning 2006 httpelearningheacademyacukweblogsbenchmarkingwp-contentuploads200609MIT90s-survey-20060925doc

Beetham Helen (2008) Key messages on curriculum design for technology-rich learning environments identified from previous studies and projects 2008 httpwwwjiscacukmediadocumentsprogrammeselearningcapitalcurriculumbriefingkeideasdoc

Cliff Dave OrsquoMalley Claire and Taylor Josie (2008) Future Issues in Socio-Technical Change for UK Education Beyond Current Horizons as yet unpublished

Cook John et al (2006) Change in e-Learning in a UK university ndash London Met RLO-CETL paper presented at CSFIC 06 (a workshop at ECDL 2006) Alicante Spain httpwwwcsficecssotonacukCookpdf

Dearing Sir Ron (1997) Report of the National Committee of Enquiry into Higher Education httpwwwleedsacukeducolncihenatrephtm

DfES (2006) ICT Test Bed Evaluation Final Report 2006 by a team at MMU and NTU httpwwwevaluationicttestbedorguklearning

DIUS (2007) World Class Skills Implementing the Leitch Review of Skills in England July 2007 httpwwwdiusgovukpublicationspublications-leitchreviewhtm

DIUS (2008a) Higher Education at Work ndash High Skills High Value Consultation Document April 2008 httpwwwdiusgovukconsultationsdocumentsHigher_Education_at_Workpdf

DIUS (2008b) A new lsquoUniversity Challengersquo Unlocking Britainrsquos Talent Policy Update httpwwwdiusgovukpolicydocumentsuniversity-challengepdf

Ecotec (2001) learndirect ndash a comparative study httpwwwdcsfgovukresearchdatauploadfilesRRX2PDF

[Confidential] 48

Glenaffric The Scottish Transformation Projects ndash formative evaluation report from Glenaffric (coming soon) See httpwwwjiscacukwhatwedoprogrammeselearning_sfcaspx for news

Hayes John (2006) The Theory and Practice of Change Management 2nd edition Palgrave httpwwwpalgravecomproductstitleaspxis=1403992983

JISC Infonet Change Management InfoKit httpwwwjiscinfonetacukinfokitschange-managementindex_html

JISC Infonet (2008) Exploring Tangible Benefits of e-Learning does investment yield interest httpwwwjiscacukpublicationspublicationsbptangiblebenefitsv1aspx

Laurillard Diana ldquoModelling benefits-oriented costs for technology enhanced learningrdquo Higher Education Volume 54 Number 1 Springer Netherlands July 2007

Laurillard Diana (2008) Digital Technologies and Their Role in Achieving Our Ambitions for Education Inaugural Lecture at Institute of Education 2008 (Available on Amazon and soon via ALT)

Mackinnnon (2008) Measuring e-maturity amongst work-based learning providers 2008 httppartnersbectaorgukupload-dirdownloadspage_documentsresearchematurity_wbl_reportdoc

LSN (2008) Measuring e-maturity in the FE sector Final Report by the Learning and Skills Network March 2008 httppartnersbectaorgukindexphpsection=rhampcatcode=_re_rp_02amprid=14533

Machin Stephen (2008) PublicPrivate Education Partnerships 2025 Beyond Current Horizons httpwwwbeyondcurrenthorizonsorgukwp-contentuploadsbch_challenge_paper_public_private_stephen_machinpdf

Mayes Terry amp Morrison Derek (2008) ldquoYou take the high road national programmes for the development of e-learning in Higher Educationrdquo Reflecting Education Vol 4 no 1 httpwwwreflectingeducationnetindexphpindexindexphpjournal=reflectingamppage=articleampop=viewamppath[]=51amppath[]=52

OBHE Redesigning Teaching and Learning in Higher Education using ICT Balancing Quality Access and Cost ndash A review of the US Pew Grant Program in Course Redesign and its potential for UK higher education ndash Final Report Done for the Department for Education amp Skills but never published

Selim H M (2007) ldquoCritical Success Factors for E-Learning Acceptance Confirmatory Factor Modelsrdquo Computers and Education 49(2) 396-413

Sero (2008a) Disadvantaged Learners a report to Becta by John Popham and Barry Phillips March 2008

[Confidential] 49

Sero (2008b) E-maturity in personal and community development learning Review report April 2008 httppartnersbectaorgukupload-dirdownloadspage_documentsresearchematurity_pcdl_reportdoc

Somekh Bridget and Davis Niki ndash editors (1997) Using Information Technology Effectively in Teaching and Learning Studies in Pre-Service and In-Service Teacher Education Routledge

Sun P Tsai R J Finger G Chen Y and Dowming Y D (2007) Awaiting publication ldquoWhat drives a successful e-Learning An empirical investigation of the critical factors influencing learner satisfactionrdquo accepted by Computers amp Education available online 12 January 2007 pp 81-89

Twigg Carol NCAT documentation See httpwwwthencatorg

Taylor Scott Bell Emma Grugulis Irena and Storey John (2007) The Institution That Wasnrsquot The British National Health Service University University of Essex Queen Mary University of London University of Bradford Open University Business School December 2007 httpwwwobheacukproductsreportspdf2007-12-01pdf (available to subscribers only)

UUK (2008) The future size and shape of the HE sector in the UK threats and opportunities httpbookshopuniversitiesukacukdownloadsSize_and_shape2pdf

Volery T amp Lord D (2000) ldquoCritical success factors in on-line educationrdquo The International Journal of Educational Management 14(5) 216-223

White Su (2007) ldquoCritical success factors for e-learning and institutional change ndash some organisational perspectives on campus-wide e-learningrdquo British Journal of Educational Technology 38 (5) 840-850

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


Summary Note on v12

This version (12) is a tidied version of version 10 released as version 12 in January 2009 as an annex to the new short Horizon Scan document on this topic Version 10 was updated from 01 after an internal review process and further input from the research team It benefited from the lapse of time since 01 was released several important reports became available ndash or available publicly ndash during the intervening period In keeping with wishes from Becta some additional references were added to link the existing analysis in the document with trends and exemplars outside education and outside the UK

The document here does not incorporate several more key reports (eg on Pathfinder and Transformation) and some just-released reports (such as from UUK) ndash thus a further the impact of these will be covered in the new short Horizon Scan document on this topic rather than being incorporated into an already long report (51 pp)

Document History

Version History

Version Status Date Author(s)

01 First Draft June 2008

10 Final July 2008

11 First Review August 2008

12 Second Review

January 2009

Summary of Changes

Version Section(s) Synopsis of Change

01 All None ndash first draft

10 All Extra references added and some new commentary including on WBL PCDL and OLASS

11 All Added a little new material mainly on FE

12 All Spell-check and minor edits

[Confidential] 2

Contents

11 Overview 4

12 Aims 5

13 Definitions 6

14 Keywords 6

21 HE 9

22 FESR 10

23 Schools 11

34 Schools 25

5 Exemplars 44

61 Conclusions 45

7 References 48

[Confidential] 3

11 Overview

[Confidential] 4

12 Aims

[Confidential] 5

13 Definitions

Local ownership

Demand-led approach

14 Keywords

[Confidential] 6

[Confidential] 7

[Confidential] 8

22 FESR

[Confidential] 9

23 Schools

Notschoolnet

[Confidential] 10

[Confidential] 11

[Confidential] 12

[Confidential] 13

[Confidential] 14

[Confidential] 15

1 Open University

[Confidential] 16

OpenLearn

Benchmarking

[Confidential] 17

HE Pathfinder

[Confidential] 18

Colleges

[Confidential] 19

[Confidential] 20

[Confidential] 21

On page 18 it notes

[Confidential] 22

[Confidential] 23

34 Schools

[Confidential] 24

Scotland

[Confidential] 25

[Confidential] 26

[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


Contents

11 Overview 4

12 Aims 5

13 Definitions 6

14 Keywords 6

21 HE 9

22 FESR 10

23 Schools 11

34 Schools 25

5 Exemplars 44

61 Conclusions 45

7 References 48

[Confidential] 3

11 Overview

[Confidential] 4

12 Aims

[Confidential] 5

13 Definitions

Local ownership

Demand-led approach

14 Keywords

[Confidential] 6

[Confidential] 7

[Confidential] 8

22 FESR

[Confidential] 9

23 Schools

Notschoolnet

[Confidential] 10

[Confidential] 11

[Confidential] 12

[Confidential] 13

[Confidential] 14

[Confidential] 15

1 Open University

[Confidential] 16

OpenLearn

Benchmarking

[Confidential] 17

HE Pathfinder

[Confidential] 18

Colleges

[Confidential] 19

[Confidential] 20

[Confidential] 21

On page 18 it notes

[Confidential] 22

[Confidential] 23

34 Schools

[Confidential] 24

Scotland

[Confidential] 25

[Confidential] 26

[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


11 Overview

[Confidential] 4

12 Aims

[Confidential] 5

13 Definitions

Local ownership

Demand-led approach

14 Keywords

[Confidential] 6

[Confidential] 7

[Confidential] 8

22 FESR

[Confidential] 9

23 Schools

Notschoolnet

[Confidential] 10

[Confidential] 11

[Confidential] 12

[Confidential] 13

[Confidential] 14

[Confidential] 15

1 Open University

[Confidential] 16

OpenLearn

Benchmarking

[Confidential] 17

HE Pathfinder

[Confidential] 18

Colleges

[Confidential] 19

[Confidential] 20

[Confidential] 21

On page 18 it notes

[Confidential] 22

[Confidential] 23

34 Schools

[Confidential] 24

Scotland

[Confidential] 25

[Confidential] 26

[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


12 Aims

[Confidential] 5

13 Definitions

Local ownership

Demand-led approach

14 Keywords

[Confidential] 6

[Confidential] 7

[Confidential] 8

22 FESR

[Confidential] 9

23 Schools

Notschoolnet

[Confidential] 10

[Confidential] 11

[Confidential] 12

[Confidential] 13

[Confidential] 14

[Confidential] 15

1 Open University

[Confidential] 16

OpenLearn

Benchmarking

[Confidential] 17

HE Pathfinder

[Confidential] 18

Colleges

[Confidential] 19

[Confidential] 20

[Confidential] 21

On page 18 it notes

[Confidential] 22

[Confidential] 23

34 Schools

[Confidential] 24

Scotland

[Confidential] 25

[Confidential] 26

[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


13 Definitions

Local ownership

Demand-led approach

14 Keywords

[Confidential] 6

[Confidential] 7

[Confidential] 8

22 FESR

[Confidential] 9

23 Schools

Notschoolnet

[Confidential] 10

[Confidential] 11

[Confidential] 12

[Confidential] 13

[Confidential] 14

[Confidential] 15

1 Open University

[Confidential] 16

OpenLearn

Benchmarking

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HE Pathfinder

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Colleges

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[Confidential] 20

[Confidential] 21

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34 Schools

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Scotland

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 7

[Confidential] 8

22 FESR

[Confidential] 9

23 Schools

Notschoolnet

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1 Open University

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OpenLearn

Benchmarking

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HE Pathfinder

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Colleges

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[Confidential] 21

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34 Schools

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 8

22 FESR

[Confidential] 9

23 Schools

Notschoolnet

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1 Open University

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OpenLearn

Benchmarking

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HE Pathfinder

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Colleges

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2 MIT90s

3 Theory of Change

4 Complexity Theory

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MIT90s

[Confidential] 31

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


22 FESR

[Confidential] 9

23 Schools

Notschoolnet

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1 Open University

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OpenLearn

Benchmarking

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HE Pathfinder

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Colleges

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[Confidential] 21

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34 Schools

[Confidential] 24

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


23 Schools

Notschoolnet

[Confidential] 10

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1 Open University

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OpenLearn

Benchmarking

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HE Pathfinder

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Colleges

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2 MIT90s

3 Theory of Change

4 Complexity Theory

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MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 11

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1 Open University

[Confidential] 16

OpenLearn

Benchmarking

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HE Pathfinder

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Colleges

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On page 18 it notes

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2 MIT90s

3 Theory of Change

4 Complexity Theory

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MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 12

[Confidential] 13

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1 Open University

[Confidential] 16

OpenLearn

Benchmarking

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HE Pathfinder

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Colleges

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 13

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1 Open University

[Confidential] 16

OpenLearn

Benchmarking

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HE Pathfinder

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Colleges

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2 MIT90s

3 Theory of Change

4 Complexity Theory

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MIT90s

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 14

[Confidential] 15

1 Open University

[Confidential] 16

OpenLearn

Benchmarking

[Confidential] 17

HE Pathfinder

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Colleges

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MIT90s

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

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Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 15

1 Open University

[Confidential] 16

OpenLearn

Benchmarking

[Confidential] 17

HE Pathfinder

[Confidential] 18

Colleges

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2 MIT90s

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4 Complexity Theory

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MIT90s

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

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Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


1 Open University

[Confidential] 16

OpenLearn

Benchmarking

[Confidential] 17

HE Pathfinder

[Confidential] 18

Colleges

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4 Complexity Theory

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MIT90s

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

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Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

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11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


OpenLearn

Benchmarking

[Confidential] 17

HE Pathfinder

[Confidential] 18

Colleges

[Confidential] 19

[Confidential] 20

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


HE Pathfinder

[Confidential] 18

Colleges

[Confidential] 19

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

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Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


Colleges

[Confidential] 19

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[Confidential] 21

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2 MIT90s

3 Theory of Change

4 Complexity Theory

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MIT90s

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

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Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

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leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 20

[Confidential] 21

On page 18 it notes

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[Confidential] 24

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

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Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

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leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 21

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[Confidential] 24

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

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Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


On page 18 it notes

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[Confidential] 24

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2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

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extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

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Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 23

34 Schools

[Confidential] 24

Scotland

[Confidential] 25

[Confidential] 26

[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


34 Schools

[Confidential] 24

Scotland

[Confidential] 25

[Confidential] 26

[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


Scotland

[Confidential] 25

[Confidential] 26

[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 26

[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 27

[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 28

[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 29

2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


2 MIT90s

3 Theory of Change

4 Complexity Theory

[Confidential] 30

MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


MIT90s

[Confidential] 31

[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 32

extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


extended schools

Theory of Change

[Confidential] 33

Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


Complexity Theory

[Confidential] 34

[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 35

[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 36

Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


Commentary

[Confidential] 37

[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 38

[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 39

[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 40

leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


leadershipY

[Confidential] 41

StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


StrategyStrategy

development

leadershipY

collaborationY

leadershipY

leadership

leadershipY

reviewY

[Confidential] 42

5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


5 Exemplars

Schools

General

8 OpenLearn

[Confidential] 43

61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


61 Conclusions

[Confidential] 44

[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 45

HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


HE and FESR

Schools

[Confidential] 46

7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


7 References

[Confidential] 47

[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 48

[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 49

[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


[Confidential] 50

11 Overview

12 Aims

13 Definitions

14 Keywords


21 HE

22 FESR

23 Schools





34 Schools









5 Exemplars


61 Conclusions


7 References


Organisational Change in UK education - Report 1

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