Flexible pedagogy

Now, I have read Flexible pedagogy, flexible practice (2011), I can conclude that leadership theory and practice is not covered by many of the articles in the book. Rossiter (2011) provides some thoughts when he states that academic staff seeks for support and leadership to develop flexible-learning courses

Many staff are genuinely seeking help about how to engage more constructively with these challenges,  although they are confused as to how to go about it. But we are responding positively. The school executive, for example, recently introduced a scheme to encourage good teaching practice with teaching recognition
awards. (p.170)

In the conclusion, Rossiter draws on Senge's theory of organizational learning. It is, however, a minor contribution in the field of leadership in DE and flexible learning environments. So, the book is a documentation of that leadership still is not considered important in the field of DE.

Reference
Burge, E., Gibson, C.C., & Gibson, T. (Eds), (2011) Flexible pedagogy, flexible practice: Notes from the trenches of distance education. Athabasca: AU Press Athabasca University
Rossiter, D. (2011). Where has the effect gone? The quest to sustain momentum, (pp. 161-173), In E. Burge, C. C. Gibson, & T. Gibson (Eds), Flexible pedagogy, flexible practice: Notes from the trenches of distance education. Athabasca:Athabasca: AU Press Athabasca University