The Self-Organizing University: Designing the Higher Education Organization for Quality Learning and Teaching

This book challenges the orthodoxy of learning and teaching in higher education with an original change approach entitled the Self-Organizing University (SOU). It assists universities build a comprehensive model of learning and teaching at whole-of-organization scale. The chapters demonstrate how a Self-Organizing University can create:

- measurable learning and teaching standards;
- student centered program development;
- enhanced faculty professional growth and career trajectory;
- more efficient and effective organizational design;
- better feedback;
- powerful use of technologies;
- a legitimate connection between quality and productivity.

Each chapter includes case examples derived from practical experience that situate the key ideas and concepts in the real day-to-day work of universities. The role of leadership in creating and sustaining a self-organizing university is also a key focus. The chapters target leadership practices that improve learning and teaching quality and productivity and assist universities realize their goals and aspirations for maximizing student learning.

Alan Bain is Professor of Innovation in Learning, Teaching and Technology at Charles Sturt University. He has led comprehensive organisational change processes in various educational contexts, including higher education institutions and schools. He has held appointments at the University of Western Australia and Lehigh University and is the recipient of multiple competitive Faculty, University, State and National awards for his leadership and innovation, teaching, and research in the United States and Australia.
Lucia Zundans-Fraser is currently the Acting Deputy Dean in the Faculty of Arts and Education at Charles Sturt University. She is the recipient of two national, and multiple institutional, teaching excellence awards and has led a comprehensive organisational change process in higher education. Her research examines higher education course and subject design, inclusive education legislation and policy, pre-service teachers and their understandings of inclusion, and the use of evidence-based pedagogies in education.