Wearing many hats: Leading complex projects
DOI:
https://doi.org/10.56433/zg9cyw36Keywords:
Third space, Unbounded, Critical Friend, Leader/Co-Leader, Complex ProjectsAbstract
This case study reflects upon the leadership of a complex five-year digital teacher education project, undertaken within a Russell Group institution's Initial Teacher Education department. The project emerged in response to declining PGCE applications post-Covid and aimed to utilise departmental expertise in online and blended learning.
Using Kolb’s reflective practice model, the case study specifically reflects on the first year of the project which included four strands (themes): Mentoring, Digital Communities of Practice, Reusable Learning Objects, and Student Experience and Quality Assurance. The leadership roles applied in each strand are discussed, highlighting the challenges of managing small teams. Through critical reflection, this case study articulates the complexities faced by the project lead, including managing diverse partner expectations and navigating institutional barriers.
Relevant insights emerge from each strand, highlighting the importance of proactive problem-solving, partner collaboration, and particularly adaptive leadership approaches. This case study underscores the varied nature of leadership in complex educational projects, emphasising the need for agility, innovation, and effective communication to achieve strategic objectives and foster meaningful educational impact. It concludes by situating the leadership experience within the broader context of third space professionalism, where individuals transcend traditional roles to navigate complex organisational landscapes and drive positive change.
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