Quality Management of Online Learning Environments: Final Report of the Project: Building Distributed Leadership in Designing and Implementing a Quality Management Framework for Online Learning Environments

The project developed and disseminated, through a distributed leadership approach, an overall framework for the quality management of online learning environments (OLEs) in Australian higher education. The Six Elements of the Online Learning Environment (6EOLE) Quality Management Framework and its guidelines was constructed based on various data collection methods deployed in the project. The 6EOLE Quality Management Framework, displayed on page six, and accompanying guidelines (i.e. An evidence-based approach to implementation, and A condensed guide) can be used to guide management action to assure and continuously improve the quality of an organisation’s OLE where environmental factors are relatively stable, at least for a period. The Evidence-based approach to implementing the 6EOLE Quality Management Framework is a comprehensive document containing the literature and evidence base, as well as guidance. The Condensed guide to building distributed leadership for the quality management of OLEs focuses on the tools required to put the evidence into practice. The term “guidelines” in this report encompasses both documents. The guidelines are available from the project's and the OLT's websites. The Framework and guidelines are aimed at assisting leaders who wish to build distributed leadership capacity in their institutions to enable major renewal and transformation of their OLE to service strategic purposes. In relation to agendas of major organisational leadership change, the meaning, scope and characteristics of effective distributed leadership come to the fore. The Framework and guidelines have not been designed to provide definitive solutions. Solutions must be designed and implemented in context. Australian universities are constituted in a variety of ways, and operate in a range of different environments. Frameworks can guide leadership actions but they can’t determine them. Leaders can work in relative isolation to advance quality agendas but there will be limits to their effectiveness. This project highlights the value and benefits of cultivating shared or distributed leadership to overcome these limits and to advance major change agendas. In stressing the commitment to building distributed leadership capacity for the quality management of OLEs we must highlight that any such commitment must begin at the top through the actions of senior leaders. They set the tone and style for the day-to-day workings of their institutions. They must act (and are acting) more assertively to position their organisations in national and international markets being profoundly shaped by digital developments and intensifying global competition. Engaging leadership is more likely to bring forward and use most productively the broadest range of people who can demonstrate effective leadership, whether they be in formal management positions or not. This is particularly the case in universities where staff located anywhere on the academic hierarchy, in formal positions of academic leadership or otherwise, can over periods make significant contributions to advancing the quality of OLEs. In fact, those closest to the teaching and learning action often have the most experience and traction to pursue innovation Building distributed leadership to help advance serious agendas around organisational renewal and transformation is strongly shaped by a certain state of mind. This state of mind must exist amongst the most senior leaders in the institution. It is a state of mind that draws on the learning organisation metaphor; that is, the organisation that continually learns from its own actions to improve its overall performance. Building powerful distributed leadership is a key to achieving a high performing learning organisation in advancing the quality of OLEs. This report shows how the project’s objectives were achieved through the project approach and methodology, which in turn led to a set of project outcomes and key deliverables. Moreover, a consideration of these key outcomes and deliverables has led to the presentation of recommendations to the Office for Learning and Teaching and the higher education sector. We argue these recommendations are pertinent to the consideration of distributed leadership and the quality management of OLEs at any tertiary institution.