‘This is a book that will appeal to leaders in higher education institutions, as well as researchers, policymakers and students. It is a book that is needed at this time of transition away from the COVID-19 disruptions, as HE grapples with changing student expectations, technological change, Artificial Intelligence (AI) and government instrumentalism. There is a lot of wisdom in this book. It is based on the deep experience of the author and a range of good case studies. It notes that across the world, many of the issues faced by HE leaders are similar. Yet the approach is to encourage reflection and action based on the contexts and culture of each of our institutions, grounded in social constructivism. It is a book that guides us quietly but expertly and it is really about finding answers within ourselves. It is refreshing to read and so much better than a "blueprint" approach favoured by professional development workshops on leadership.’Professor David Sadler, Deputy Vice-Chancellor (Education), University of Western Australia, Australia.‘Capturing what it means to be truly learner-centred, this is an invitation for leaders to step off the balcony and into the helicopter. To consider what it means to lead a university positively and sustainably in the new reality of supercomplexity. Drawing on her extensive higher education experience and lifelong commitment to research informed leadership, Kerri-Lee strikes a wonderful balance between evidence and lived experience. For those not lucky enough to have worked with Kerri-Lee, this book delivers practical tools from which to reflect on your own leadership and the role and impact of your leadership in creating a truly, learner centric university ecosystem. This resource will serve both emerging and seasoned leaders, who are seeking to embrace new approaches to curriculum, policy and practice so as to meet the needs of your university community now and into the future.’Professor Jessica Vanderlelie, Deputy Vice-Chancellor (Students), La Trobe University, Australia.‘Professor Kerri-Lee Krause synthesises her many years of experience in HE leadership with insights from theory and research, to bring us a practical and informative volume. It is refreshing to explore HE leadership through the lens of learner-centredness, thinking not just about student learning, but also about learning beyond the curriculum, lifelong learners, and importantly, leaders as learners. I welcome the emphasis on meaningful student involvement, collaboration, agency, and integrity throughout. Each chapter guides readers through core concepts of contemporary HE leadership. This valuable contribution will benefit aspiring and experienced leaders alike.’Professor Catherine Bovill, Professor of Student Engagement in Higher Education and Co-Director, Institute for Academic Development, University of Edinburgh, Scotland.‘Kerri-Lee Krause, an acclaimed learner-centred leader in higher education, combines practical wisdom with theoretical and research-based insights to provide an inspirational and programmatic toolkit for leaders grappling with the complexity of creating resilient and sustainable HE institutions in a post-covid world. Through practical examples and case studies of real-world learner-centred leadership challenges, the book presents lessons, strategies, questions for reflection and tips to support growth as leaders and their understanding of the demands of the learning economy. This book is a trustworthy, practical manual for higher education leaders committed to values of educational wellbeing and enacting learner-centred leadership to help students, faculty and staff thrive in the post-covid learning economy.’Professor Lynn Bosetti, Educational Leadership and Policy Studies, University of British Columbia, Canada.Learner-centred Leadership in Higher Education—A Practical Guide is highly recommended for those who are or aspire to become leaders in higher education and want to make a difference in these uncertain times… Dr. Krause demystifies curriculum development and processes at all levels, keeping an eye on learner-centeredness. To this end, she explains curriculum through multiple lenses, including curriculum as a lever for engagement, renewal, enhancement, and change, while at the same time addressing challenges and risks to be mitigated such as competing priorities, resources, capability gaps, weak processes, and the perennial siloed cultures of higher education to name a few. Jane E. Neapolitan, EdD, Teachers College Record
