Collaborative learning and development: critical success factors from the experience of four UK universities

Abstract

Purpose

The paper presents the critical success factors that fostered effective collaborative learning and development among a cluster of UK universities seeking to benchmark their management of e‐learning and related practices.

Design/methodology/approach

The data is based on an observational study undertaken during the course of the benchmarking exercise.

Findings

Collaboration in the context described was, overall a positive and edifying experience. Collaboration is an activity for engaging socially complex institutions: the idea if collaborative learning, in the cluster of institutions, extended from drawing e‐learning experts and policy‐makers into conversation, encouraging them to think about particular issues, to systematically forging infrastructures and processes to facilitate development and support change.

Practical implications

Collaboration can be a complex exercise. In the experience of the cluster institutions, it was sustained because: there was clarity of purpose; the meetings were well structured; there were no prescriptive methods imposed; there was mutual respect for the various viewpoints; and, moreover, the process was facilitated by an objective critical friend who displayed sufficient knowledge of the social networks to keep the collaborative activity both vibrant and productive.

Originality/value

The activity was part of a large‐scale UK benchmarking activity, involving 73 post‐16 institutions in the UK. Few studies on collaborative activity recognize the role of an objective champion or critical friend and will be of value to strategists and managers of e‐learning.

Citation

Mistry, V. (2010), "Collaborative learning and development: critical success factors from the experience of four UK universities", Development and Learning in Organizations, Vol. 24 No. 2, pp. 14-16. https://doi.org/10.1108/14777281011019461