Strategic-thinking in teaching and learning in higher education

WHAT goes on in the mind of the strategist? Or better put, what goes on in the mind of a professional instructional leader?

In the teaching and learning environment, that could be a lot, but if closely scrutinised to its core essentials, it could be said strategists are engaged in the process of dealing with strategic challenges and situations.

From a management perspective, there are several definitions of strategicthinking. In its simplest form, strategic-thinking is an ability to plan. It is the capacity to prepare strategies and conjure ideas that will both cope with changing environments and consider the various challenges that lie ahead. Strategic-thinking is a planning process that applies innovation, strategic planning, and operational planning to develop business strategies that have a greater chance for success.

However, for the purpose of this article, the following definitions from two notable authors would be adopted. Strategic-thinking is a means of solving strategic problems that combine rational and convergent approaches with both innovation and a differentiated thought process (Bonn, I. [2005] Improving strategic thinking: A multilevel approach. Leadership and Organisation Development Journal, 26 [5], 336 – 354).

In another context, strategicthinking represents the process of finding alternative ways to compete and provide value to customers (Abraham, S. [2005] Stretching strategic thinking. Strategy & Leadership, 33[5], 5 – 12).

There are different types of strategic-thinking. These include critical-thinking, logical-thinking, practicalthinking, divergent-thinking, and convergent-thinking.

Strategic-thinking skills in teaching and learning are any skills that enable instructional leaders to use critical-thinking to solve complex problems relating to teaching delivery and plan for the effective future teaching and learning outcomes. These skills are important to achieve learning outcomes, overcome challenges, and address issues related to online teaching and learning deliverables.

Why is strategic-thinking, strategic-planning, and strategic leadership important in teaching and learning? The purpose of strategic thinking is to create a strategy that is a coherent, unifying, integrative framework for decisions, especially about direction of the teaching and learning resource utilisation.

Meanwhile, strategicplanning is the process of developing a blueprint for the teaching activities instructional leaders will implement within the available resources. Notably, strategic leadership is grounded in a strong understanding of the complex relationship between the university system (higher education provider) and its environment. It requires taking a broad view, involving the right professional instructors, with important information and perspectives, asking probing questions and facilitating conversations. Strategic-thinkers then identify connections, patterns, and key issues.

Strategic leadership in teaching and learning in higher education requires instructional leaders to think, act and influence learners in ways that promote the enduring learning success of the set curriculum and scheme of work. Professional instructors as strategic-thinkers should be able to identify connections, patterns and key issues instructional leaders must be familiar with by recognising themes, trends, and data applications and envisioning big ideas.

Strategic instructional leaders who engage in strategicthinking consider the interplay between teaching and learning implementations and responses from learners by considering a set of learning outcomes that are explicitly stated or implicit in an instructional leader’s understanding of a higher education institution and its needs.

Strategic-thinking skills in teaching and learning can be developed in four different ways: (a) be proactive about researching and gathering information that will help instructors make decisions in the future; (b) constantly question one’s opinions; (c) learn how to embrace conflict and how to use it to come up with a creative solution; and (d) take cognitive breaks and allow brain to rest.

To do these tasks successfully, strategic instructional leaders must acquire and develop strategic-thinking skills (STS). These STS include communication skills, analytical skills, problem-solving skills, planning, and management skills.

Strategic-thinking skills are not needed only in times of growth. During tough times, like the challenges of the Covid-19 pandemic that have accelerated the application of digital technologies in teaching and learning, especially when resources are tight, it is even more important to ensure these resources are employed in much needed areas for effective teaching delivery.

Importantly, strategicthinking competencies such as systemic-thinking competence, innovative-thinking competence, and visionoriented-thinking competence are indispensable.

Professional instructional leaders can improve their strategic-thinking skills in teaching and learning environments in four different perspectives.

The first is to ask strategic questions. Doing so helps instructional leaders to demonstrate planning skills, become familiar with creative and innovative opportunities, and develop a more strategic mindset in teaching and learning through digital and physical contact platforms.

The second is for instructional leaders to observe and reflect on their existing teaching practices, ensuring any strategy conceived is grounded in credible facts.

Next is to take into cognisance opposing ideas and new developments that challenge assumptions, and put current hypotheses through rigorous testing so credible alternatives are not overlooked.

This is followed by the need for instructional leaders to embrace formal training to update and improve their strategic thinking skills – for example, by enrolling in the online courses, attending conferences and also teaching and learning workshops organised by the Office of Learning and Teaching in their respective universities.

In conclusion, as instructional leaders in higher education, it is important that the qualities of strategic-thinkers – always learning, always seek advice from others, not being afraid to take risks, and never forgetting the teaching and learning objectives – are embraced to be proactive throughout their professional teaching careers in higher education.

Strategic-thinking skills, strategic planning and strategic leadership are indispensable to achieve effective teaching and learning outcomes in higher education in this disruptive digital technologies age.