AbstractGlobal, societal changes require individuals to be able to learn a wider range of concepts, faster throughout their lives. To achieve this goal, universities should re-examine the ways people can access and participate within education. The need to constantly innovate requires new approaches to transformational change in learning and teaching. This article outlines such an approach, focusing on strategic change across a single institution. The paper outlines a short study analysing tensions within current approaches to strategic change then proposes a model to overcome these current problems. A case study outlining how this model has been applied highlights the importance of distributive leadership and the importance of recognising and rewarding good practice in learning and teaching.
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