1 Leadership for Mobilising Change in Educating Teachers for Further Education and Training Mark A. Tyler, Robert D. White, Catherine H. Arden and Patrick Alan Danaher Faculty of Education and Centre for Research in Transformative Pedagogies University of Southern Queensland Abstract This chapter explores constraints and capacities in enacting leadership that seeks to mobilise change in educating teachers for Further Education and Training (FET), a complex and contested fields intersecting Technical and Vocational Education and Training. FET curriculum is located at the crossroads of competing expectations and priorities by multiple stakeholders, including government policy-makers, accreditation authorities, industry, students, teachers and teacher educators. Conceptualising, implementing and evaluating leadership and associated change that attend to and synthesise these stakeholders’ perspectives is crucial to ensuring that FET teacher education is as effective, efficient, productive and potentially transformational as possible. The chapter interrogates the authors’ efforts to enact this kind of leadership for mobilising change in a single Australian university’s FET programs. In particular, it draws on qualitative data from a “FET Forum” with a large number of local stakeholders and the reflections of a non-participant observer, clustered around the two foci of curriculum and educators. The data analysis is framed by six dimensions of sustainable and transformational leadership distilled by the authors from current leadership research. These six dimensions are accompanied by specific suggested principles for enacting this kind of leadership in contemporary FET teacher education. These findings support the proposition that sustainable and transformational leadership is worth the potential risks associated with pursuing such leadership as a vehicle for engaging and mobilising productive change in FET learning and teaching. Those risks in turn highlight the unstable forces and competing discourses of current university work for which this leadership approach proffers possible strategies rather than guaranteed panaceas. Introduction In this chapter we pursue four key points of an overarching argument, each point prosecuted in a separate section of the chapter: • The contemporary world of Further Education and Training (FET) teacher education in Australia is complex, contested and characterised by competing discourses and priorities that complicate the work of FET teacher educators. • The FET teacher educators who are co-authors of this chapter have elaborated a particular approach to effective leadership that stands them in good stead for mobilising change around such key questions as curriculum (re)design and engaging stakeholder perceptions. • The “FET Forum” described below provides a detailed example of how selected dimensions of that leadership approach can be deployed to mobilise that kind of change in relation to curriculum evaluation. • The dimensions of that leadership approach can likewise be harnessed to facilitate and implement productive change in university learning and teaching, both for FET and more broadly.