Abstract
The widening participation agenda in Australian higher education heralds changes that demand fresh thinking in university leadership and management of learning and teaching. The findings from interviews, across two national studies in 16 Australian universities, with 50 staff and 89 successful students from low socio-economic backgrounds, provide the basis for new directions related to the leadership and management of university teaching and learning in the context of an increasingly diverse student body. These directions relate to: institutional strategic alignment; reward for and recognition of teachers; appropriate resourcing; and effective structure and organization of teaching and learning support.
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