A new organisational architecture to support personalised learning: Parent's perspectives on the academic advisers
Saint Stephen's College, Queensland, Australia
This article reports some of the findings from research conducted by the author, who was also the principal of Saint Stephen's College, a coeducational independent school in South-east Queensland. The school was in the early stages of transitioning to a new organisational architecture (the way the physical, digital and human resources are aligned) in order to personalise learning for students operating in in a hybrid blended learning environment, when the research was conducted. The new architecture was seen as a way of positioning the school to thrive through an anticipated period of disruption caused by rapidly emerging digital technologies. The focus of the paper is on parent's, Academic Adviser's and Heads of Year's perceptions of the school's Academic Adviser (AcAd) Program, which was an early step in the process of transitioning to the new architecture, designed to promote greater levels of student self-regulation and learning power. Data from parent and Academic Adviser surveys, and Heads of Year focus groups are reported here.
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|Author: Dr Jamie Dorrington, BA DipEd (Macq), MA (Macq), MEdAdmin (UNSW), MBA (Bond), EdD (Griffith), has been the Headmaster of Saint Stephen's College on the Gold Coast, Queensland, Australia for fifteen years. The school is a Microsoft Showcase School and has been twice named as one of Australia's most innovative schools by Educator magazine. Jamie's major interest is organisational architecture and the use of digital technologies to deliver personalised learning to students.
Please cite as: Dorrington, J. (2018). A new organisational architecture to support personalised learning: Parent's perspectives on the academic advisers. Issues in Educational Research, 28(2), 349-366. http://www.iier.org.au/iier28/dorrington.pdf