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The contemporary life of an Australian academic has changed in almost every way imaginable in response to the challenges and opportunities emerging from global and national policy agendas. In this context, the subject coordinator11A subject coordinator may also be referred to as a Unit Chair, Unit Coordinator or Course Coordinator at different universities. represents the frontline of a move towards increasingly distributed forms of leading and learning. The knowledge that managing teaching responsibilities does not provide a clear route to promotion (with active research status providing a more well established path) means that academics may proactively minimise the time they spend on the discretionary tasks of leading and managing teaching well. Tasks that include adopting a proactive longer term of curriculum development, team building and teaching innovation, in addition to the more immediate needs for compliance and measurable outcomes. Research from an Australian Learning and Teaching Council (ALTC) project provides evidence that despite lack of formal recognition for many of the discretionary responsibilities of subject coordination, coordinators believe they are executing their job well. This chapter discusses factors that impede discretionary academic leadership behaviours in Australian higher education and suggests strategies to empower leadership and thus improve engagement with discretionary teaching and learning responsibilities.

This paper aims to investigate the main tasks, necessary skills, and the implementation of the offshore coordinator’s role to facilitate knowledge transfer in information systems (IS) offshoring.

This empirical exploratory study uses the classical Delphi method that includes one qualitative and two quantitative rounds to collect data on IS experts’ perceptions to seek a consensus among them.

The participants agreed, with strong consensus, for a set of 16 tasks and 15 skills. The tasks focused primarily on relationship management and facilitating knowledge transfer on different levels. The set of skills consists of approximately 25 per cent “hard” skills, e.g. professional language skills and project management skills, and approximately 75 per cent “soft” skills, e.g. interpersonal and communication skills and the ability to deal with conflict. Two factors mainly influence implementing the offshore coordinator role: project size and the number of projects to be supported simultaneously.

The findings provide indications of how to define and fulfill this crucial role in practice to facilitate the knowledge transfer process in a positive way.

Similarities in previous research findings are aggregated to examine the intermediate role in detail from a consolidated perspective. This results in the first comprehensive set of critical tasks and skills assigned to the competency dimensions of the universal competency framework, demonstrating which and how many competency dimensions are critical.

This study aims to expose the various roles that teachers and students adopt in the architecture design studio. It highlights how these roles change over time, through three distinct phases, which relate to the stages of the design project. This understanding of how roles change over the semester will guide academics in understanding how to better relate to students.

Through a series of interviews and surveys, this study utilised a modified Delphi method to establish a consensus of opinion, both within and across the three stakeholder groups of students, tutors and coordinators/lecturers. Two rounds of data collection were conducted, with “expert” perceptions of the three stakeholder roles being established.

The roles that are adopted and perceived by students, tutors and coordinators/lecturers vary over time and respond to the stages of the design project. While there is general agreement between the perceptions of students and their teachers, there are some notable differences at key times.

This research builds upon previous studies into the roles of students and their teachers in the architecture design studio. It provides a nuanced map of how roles change and how interactions happen, over the duration and through the phases, of the architecture design project.

The purpose of this paper is to present an alternative perspective on understanding the coordinating role of destination management organizations. Destination Management Organizations (DMOs) are known to have a coordinating role within a destination. Many qualitative case studies discuss this role in the institutional context, assuming that the DMO is supposed to coordinate the network of the organizations and stakeholder groups in the destination. By contrast, this paper analyzes the coordinator role of DMOs by focusing primarily on the prominent individuals (directors and board members) affiliated with it. In so doing, it proposes an alternative perspective on these organizations. Looking at the influential individuals in the destination, in particular those affiliated with the DMO, reveals new insights into what the DMO alternatively could be from an individual’s perspective.

Using social network analysis, the coordinator role of the actors affiliated with the DMO for six destination cases in Switzerland, Italy and Austria was measured. First, the network of the most salient individuals in the destination was identified. Second, the coordinator score with the help of the Gould and Fernandez measure was measured. Third, the coordinator scores of individuals affiliated with the DMO were compared against those of the other actors in the network. Fourth, the scores of actors affiliated with the DMO and other actors were compared to the coordinator role attributed to the whole organization by those individuals (i.e. how they see the DMO as coordinator). Fifth, the analysis of the results with case-specific information was completed.

In each of the six destinations, there are actors affiliated with the DMO as top scorers; these are usually the president of the board and other board members, as well as the director. Additionally, the analysis identifies further board members of the DMO among the tourist elite in the destination. The DMO as an organization is generally seen as an important coordinating institution. In particular, the actors affiliated with the DMO attribute a higher coordinating role to the organization than do the other respondents.

In their board constellation, DMOs support the formation of interlocking directorships through the representation of various stakeholder groups. They increase the concentration of power in favor of a small group (elite), but they can also increase the effectiveness of decisional processes. In so doing, a DMO serves as a valuable platform for leaders in its destination.

This study affords a surprising insight into the difference between the overall image actors have of DMOs and the organizations’ self-images, expressed by the actors affiliated to the organizations – the former is always lower than the latter. The study also clearly demonstrates that the role of an institution largely depends on the actors affiliated to it and hence points to the constantly adapting coordinating role of DMOs within destinations.

A DMO can be seen as an organization constituted by individuals who join and leave its board or its management. This paper proposes an actor-based analysis of these often small, but controversially discussed organizations. We do it with a combination of quantitative measures from network analysis and qualitative information. The alternative perspective (actors of the DMOs inside the elite) and the application of social network analysis for this purpose have not been used in studies before. Further research points to two new research streams, namely, to understanding the role attributed to the DMO by different actors in the destination and the reasons for joining/leaving the organization and the shift of the self-concept of the DMO.

Instructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of instructional leadership in subject coordinators.

The participants in this qualitative study were 24 subject coordinators in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

The findings identified three significant enabling factors of instructional leadership in subject coordinators: pedagogical knowledge, relationship capability and support from the principal.

This study suggests that the enabling factors of instructional leadership in subject coordinators differ from those of instructional leadership in principals because of their different places in the school structure and explains the enablers of instructional leadership in subject coordinators as middle leaders.

The purpose of this paper is to explore the challenges associated with introducing internal social media (ISM) into organizations in order to help them reap the benefits of coworker communication on ISM.

The paper is based on an exploratory study in ten organizations. The data were collected in semi-structured interviews with ISM coordinators in Spring 2014.

According to the ISM coordinators, four challenges were associated with introducing ISM: coworkers could perceive communication on ISM as not work related; coworkers might not understand the informal nature of communication on ISM, and self-censorship might stop them communicating on ISM; ISM was not considered a “natural” part of the daily routines in the organizations; and top managers mainly supported ISM in words, not in action.

The study is based on the perceptions of ISM coordinators. Further research is called for to explore both coworker perceptions and actual communication on ISM.

Practitioners introducing ISM should be aware of these four challenges, and should help coworkers to make sense of communication on ISM as work-related communication among coworkers. ISM coordinators’ perceptions of their own role in relation to coworker communication on ISM make a difference.

The study provides insights into the key challenges associated with introducing ISM, as well as the role of ISM coordinators as community facilitators and sense-givers.

The purpose of this paper is to identify chain coordinators and to explore their roles. The paper also highlights certain advantages of coordination, specific competencies of the coordinators, and challenges in the coordination.

This is a case study research. The data were collected through interviews, observations, and personal experiences of working as a logistics manager and a project manager in the 2005 South Asian earthquake.

The coordinated organizations manage a number of complex relationships to respond to the disasters effectively and efficiently. An umbrella organization plays a chain coordinator role in horizontal coordination. The umbrella organization leads, directs, and makes major decisions. A country director/programme manager acts as a strategic coordinator in vertical coordination. However, logistics managers, procurement managers and project managers (operations coordinators) also handle coordination activities. The coordinators’ tangible (finance, technology, and people) and intangible (leadership, extra efforts, relevant experiences and education, relationship management skills, research abilities, and performance measurement skills) assets are the key determinants of chain‐coordination success. The success of coordination is achieved if these characteristics of the coordinators are effectively matched with the unpredictable nature of humanitarian relief chains. However, coordination does not guarantee success in all situations because organizations may face coordination challenges such as cultural and structural differences.

This paper provides specific and detailed information from the selected humanitarian relief chains of the South Asian earthquake 2005. The paper explores the useful and enhanced understanding of fundamentals to achieve the success of coordination in the chains. Therefore, it is an endeavour to enable a better practical strategy for chain coordinators/managers.

The conceptual and empirical research on the characteristics of chain coordinators and their impact on coordination success is very limited. This paper provides new thoughts to investigate relationships between the characteristics of chain coordinators or coordination and the success of humanitarian relief chains.

New organization theory posits that coordination mechanisms work by generating three integrating conditions: accountability (clarity about task responsibilities), predictability (clarity about which, when, and how tasks will be accomplished), and common understanding (shared perspectives about tasks). We apply this new theory to health care to improve understanding of how accountable care organizations (ACOs) are attempting to reduce the fragmentation that characterizes the US health care system. Drawing on four organizational case studies, we find that ACOs rely on a wide variety of coordination mechanisms that have been designed to leverage existing organizational capabilities, accommodate local contingencies. and, in some instances, interact strategically. We conclude that producing integrating conditions across the care continuum requires suites of interacting coordination mechanisms. Our findings provide a conceptual foundation for future research and improvements.

This paper aims to generate a better understanding of how challenges and opportunities for sustainable change during digitalization relate to the organizing work of change agents mandated to facilitate technology adoption from within local work organizations.

This study examines the work of welfare technology coordinators, health-care professionals who are mandated to facilitate the use of technologies in home-based services in a Norwegian city. Data comprise ethnographic observations of meetings and work practices, interviews and documents collected over one year. A practice-based approach was applied to analyze how the welfare technology coordinators go about integrating technologies with the work practices, and the forms of negotiations this work implies in their work community.

The analysis identified four sets of practices in the coordinators’ work: exploring and integrating new technologies into work practices, legitimizing aims and values, formalizing routines and responsibilities and critically considering existing and envisioned service practices. Through these practices, emerging problems and disconnections in the service organization were attended to in a continuous manner.

The study contributes to the literature by examining the work of internal change agents mandated to facilitate multiple and simultaneous technology adoption and demonstrates the importance of recognizing the continuous efforts and negotiations of these agents as significant to sustainable organizing.

How do university compliance administrators implement the rules prohibiting campus sexual misconduct? Title IX Coordinators’ authority is legal–rational and derives from the power to enforce Title IX and university rules. The paper aims to discuss this issue.

Analyzing narratives collected from administrators at 22 large institutions of higher education, this paper distinguishes rules from relationship-oriented Coordinators and develops an understanding of how and why Title IX Coordinators utilize relational authority as they implement Title IX.

The key finding is that relational administrators exhibit less institutional authority than their rules-based counterparts and focus on their relationships with complainants and respondents over university leaders and administrators.

While other researchers have focused on rules, this research demonstrates how Title IX Coordinators draw heavily on relational strategies.