A New Organisational Architecture to Support Personalised Learning: The Role of the Academic Adviser

Abstract

This study stemmed from an interest in the impact of disruptive innovations on school-based education. It was premised on a belief that a teacher-centric organisational architecture is at odds with the new technology-rich learning environment in which tomorrow’s schools will operate. This informed the framing of the key research question explored by this study: In times that are characterised by disruptive innovation due to technological changes, what are the implications for the organisational architecture of schools? This thesis presents a case study of one school’s attempt to move from a teacher-centric organisational architecture to one focused on the needs of individual students. The Academic Adviser (AcAd) program represented an early stage of this multi-dimensional change process. In investigating the key research question, the following Supporting Research Questions were investigated. 1. What are the perceptions of students in the Academic Adviser (AcAd) program, particularly in relation to the role of the AcAds and the impact of the program on their level of self-regulation and learning power? 2. What are the perceptions of the parents/caregivers of students in the AcAd Program, particularly in relation to the role of the AcAd and the impact of the program on the students’ level of self-regulation and learning power? 3. What are the perceptions of the AcAds in relation to their role, and the impact of the program on the students’ level of self-regulation and learning power? 4. What are the perceptions of Heads of Year, as members of the traditional school architecture with responsibility for pastoral care, about the AcAds and the AcAd Program? This research was conducted in an independent school in South-East Queensland, Australia between the latter part of 2015 and mid-2017. The focus of the research was one dimension of a strategy to change the school’s organisational architecture from one that revolved around the needs of classroom teachers to one focused on the needs of students. The long-term goal was to harness the potential of emerging digital technologies to personalise the learning experience for all students. To achieve this goal, the school’s board and leadership team decided to build a team of specialist educators to circumvent teacher-related barriers to change and support students through the transition to personalised learning. The research analyses the impact of a team of AcAds, who focused their attention on approximately 120 individual students who chose to participate in the program. Their role was to promote self-regulation and aspects of learning power in their 30-minute fortnightly meetings with individual students. The program was jointly funded by the school and parents. The perceptions of a sample of 36 students, 33 parents, ten AcAds and the Heads of Year, who had an important pastoral role in the existing organisational architecture of the school were gauged using surveys, interviews and focus groups. These provided a range of quantitative and qualitative data with which to answer the key and supporting research questions. The thesis reviews a wide range of literature on frustrated attempts to integrate these technologies, adopt constructivist pedagogies and promote connectivism. The new organisational architecture would position students for a time when teachers would relinquish their position as gatekeepers of knowledge. It would also reduce the potential for teachers to impede change, because the delivery of services directly to students would mean that teachers would no longer be the focus of the school’s service supply chain. The research employed theoretical thematic analysis of qualitative stakeholder data and analysis of quantitative data to conclude that students, parents, AcAds and Heads of Year were supportive of the program and could identify benefits in the form of increased self-regulation, enhanced learning power and expanded learning networks that positioned students for success in a personalised learning environment. Data obtained from all stakeholder groups highlighted the significance of the relationships between the AcAds and the students in the program. The high level of trust provided a foundation for the work of the AcAds. Students, parents, AcAds and Heads of Year were able to clearly and correctly distinguish between the role of the AcAd and the role of the classroom teacher. The program’s focus on strengthening student self-regulation and aspects of learning power was seen as important for success at school and in later life. These groups also acknowledged that the organisational strategies and time-management skills developed in the program helped to reduce student stress levels. While this research was designed to assess the impact of the program in the unique setting of the case study school, it provided insights that might be of value to other educators, policy-makers and researchers.