Previously published as: Training Strategies for Tomorrow
Online from: 2003
Subject Area: Learning and Development
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|Title:||Collaborative learning and development: critical success factors from the experience of four UK universities|
|Author(s):||Virendra Mistry, (e-Benchmarking Project Manager based at the University of Glamorgan, Pontypridd, UK)|
|Citation:||Virendra Mistry, (2010) "Collaborative learning and development: critical success factors from the experience of four UK universities", Development and Learning in Organizations, Vol. 24 Iss: 2, pp.14 - 16|
|Keywords:||Benchmarking, Change management, Higher education, Learning, Management strategy|
|Article type:||Case study|
|DOI:||10.1108/14777281011019461 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
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.
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