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Leadership in learning: Collaborative approaches to building the water sector of the future

A critical review of two program models for innovative, professionally targeted higher education implemented as a response to the transformational needs of the water sector in Australia and the UK.

As a matter of some urgency, the water sector needs to develop enhanced capacity to innovate as the basis of responding effectively to transformational pressures.

At the same time, the need to improve the way in which higher education is integrated with workplace skills and knowledge needs has been recognised in Australia as being key to achieving broader transformational ambitions for the national economy.

AWA articleIn this article, academics and staff from IWC, The University of Queensland and Griffith University in Australia and Cranfield University in the UK argue that the transformational skills and knowledge agenda facing the water sector in Australia will not be delivered using massive online models of learning. Rather, based on what is known about effective leadership development, they argue that the development of skills profiles for driving innovation and change in the water sector will itself require innovative and significantly more intensive face-to-face and immersive programs of learning.

This article critically reviews two example program models for innovative, professionally targeted higher education that have been implemented as a response to the transformational needs of the water sector here in Australia and in the UK.

How do these programs work? How do they employ collaboration and what benefits does this bring? What key success lessons can be learned from them for the broader transformational skills and knowledge agenda? How might these programs and the delivery and learning models they embody be progressed for the benefit of the Australian and other water sectors?

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Article reprinted Courtesy the Australian Water Association. First published Water Journal, Vol 41, No 2, April 2014

 

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