Enabling 'Successful Knowledge Transfer' in Early Childhood Settings – A Meta Strategic Leadership Approach

Article

Sharpe, Susan Nalwang, Andrews, Dorothy and Brown, Alice. 2025. "Enabling 'Successful Knowledge Transfer' in Early Childhood Settings – A Meta Strategic Leadership Approach." Australasian Journal of Early Childhood. https://doi.org/10.1177/18369391251367835

Article Title	Enabling 'Successful Knowledge Transfer' in Early Childhood Settings – A Meta Strategic Leadership Approach
ERA Journal ID	20168
Article Category	Article
Authors	Sharpe, Susan Nalwang, Andrews, Dorothy and Brown, Alice
Journal Title	Australasian Journal of Early Childhood
Number of Pages	14
Year	2025
Publisher	SAGE Publications Ltd
Place of Publication	Australia
ISSN	0312-5033
Digital Object Identifier (DOI)	https://doi.org/10.1177/18369391251367835
Web Address (URL)	https://journals.sagepub.com/doi/10.1177/18369391251367835
Abstract	The increase in knowledge access and professional development (PD) uptake by early childhood educators amplifies the need for innovative strategies to support successful knowledge transfer (SKT) in Early childhood Education and Care (ECEC) settings. SKT refers to the effective application of key learnings from PD events into practice. Existing literature highlights various factors affecting the successful implementation of PD learnings after the event with some pointing to the lack of fit for purpose leadership as one of the barriers. A study was conducted among educators in excellent rated centres in Australia to identify how they successfully implemented PD learnings following PD attendance. Data was collected using open ended interviews, informal observations and document analysis methods. The findings revealed that meta strategic leadership was a key enabler of SKT. This article discusses how meta-strategic leadership enables SKT within early childhood settings and the implications for practice.
Keywords	professional development; implementation; implementation support; knowledge transfer; leadership; meta strategic leadership; successful knowledge transfer
Contains Sensitive Content	Does not contain sensitive content
ANZSRC Field of Research 2020	390302. Early childhood education
Byline Affiliations	University of Southern Queensland

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Crowther, Frank, Abawi, Lindy, Andrews, Dorothy, Conway, Joan Margaret, Dawson, Mark, Lewis, Marian, Morgan, Allan Robert and Petersen, Shauna. 2010. Building and sustaining capacity in your school - the COSMIC C-B model. Penrith, Australia. Australian Council for Educational Leaders (ACEL).

The contributions of research design and process facilitation in accessing adolescent views of leadership

Dempster, Neil, Lizzio, Alf, Keeffe, Mary, Skinner, James and Andrews, Dorothy. 2010. "The contributions of research design and process facilitation in accessing adolescent views of leadership." Leading and Managing. 16 (2), pp. 77-89.

School change and development: the influence of a reflective practitioner

Andrews, Dorothy. 2010. School change and development: the influence of a reflective practitioner. Saarbrucken, Germany. VDM Verlag Dr. Muller.

People, pedagogy and the power of connection

Brown, Alice and Reushle, Shirley. 2010. "People, pedagogy and the power of connection." Studies in Learning Evaluation Innovation and Development. 7 (3), pp. 37-48.

Enabling teachers to become pedagogical leaders: case studies in two IDEAS schools in Singapore and Australia

Chew, Joy Oon Ai and Andrews, Dorothy. 2010. "Enabling teachers to become pedagogical leaders: case studies in two IDEAS schools in Singapore and Australia." Educational Research for Policy and Practice. 9 (1), pp. 59-74. https://doi.org/10.1007/s10671-010-9079-0

Student perspectives on scholarship: a contemporary issue in higher education

Dashwood, Ann, Lawrence, Jill, Burton, Lorelle and Brown, Alice. 2009. "Student perspectives on scholarship: a contemporary issue in higher education." International Journal of Arts and Sciences. 3 (5), pp. 64-79.

Pre-service teachers' understanding of child abuse and their professional role in child protection

Brown, Alice. 2008. "Pre-service teachers' understanding of child abuse and their professional role in child protection." Children Australia. 33 (1), pp. 25-32.

The power of connection: sharing epistemological approaches to reach beyond knowledge and skill acquisition in an Australian higher education context

Brown, Alice and Reushle, Shirley. 2009. "The power of connection: sharing epistemological approaches to reach beyond knowledge and skill acquisition in an Australian higher education context." 2nd International PBL Symposium: What Are We Learning About Learning?. Singapore 10 - 12 Jun 2009 Singapore.

Parallel leadership: changing landscapes for principals

Lewis, Marian and Andrews, Dorothy. 2009. "Parallel leadership: changing landscapes for principals." Cranston, Neil and Ehrich, Lisa (ed.) Australian school leadership today. Brisbane, Australia. Australian Academic Press. pp. 141-164

Towards a new frontier in understanding the contextual influences on paediatric inactivity

Brown, Alice. 2008. "Towards a new frontier in understanding the contextual influences on paediatric inactivity." Henderson, Robyn and Danaher, Patrick Alan (ed.) Troubling terrains: tactics for traversing and transforming contemporary educational research. Brisbane, Australia. Post Pressed. pp. 149-168

Working together to enhance school outcomes: an Australian case study of parallel leadership

Andrews, Dorothy. 2008. "Working together to enhance school outcomes: an Australian case study of parallel leadership." Leading and Managing. 14 (2), pp. 45-60.

Transnational pedagogy from policy to practice: beginnings of the journey

Dashwood, Ann, Lawrence, Jill, Brown, Alice and Burton, Lorelle J.. 2008. "Transnational pedagogy from policy to practice: beginnings of the journey." International Journal of Pedagogies and Learning. 4 (3), pp. 97-110.

Teachers as leaders in a knowledge society: encouraging signs of a new professionalism

Andrews, Dorothy and Crowther, Frank. 2006. "Teachers as leaders in a knowledge society: encouraging signs of a new professionalism." Journal of School Leadership. 16 (5), pp. 534-549.

Transforming practice from within: the power of the professional learning community

Andrews, Dorothy and Lewis, Marian. 2007. "Transforming practice from within: the power of the professional learning community." Stoll, Louise and Seashore Louis, Karen (ed.) Professional learning communities: divergence, depth and dilemmas. Maidenhead, UK. Open University Press. pp. 132-147

Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback

Brown, Alice and Danaher, Patrick. 2008. "Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback." Asia-Pacific Journal of Teacher Education. 36 (2), pp. 147-161. https://doi.org/10.1080/13598660801958879

3-dimensional pedagogy-the image of 21st century teacher professionalism

Andrews, Dorothy and Crowther, Frank. 2003. "3-dimensional pedagogy-the image of 21st century teacher professionalism." Crowther, Frank (ed.) Teachers as leaders in a knowledge society. Deakin West, Australia. Australian College of Educators. pp. 95-111