首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 781 毫秒
1.
As higher education (HE) institutions globally become increasingly performative, competitive and corporatised in response to neoliberal rationalities, the exigencies of HE leadership are being realigned to accommodate its value system. This article draws on recent British Council-funded research, including 30 semi-structured interviews, to explore women’s engagement with leadership in HE in South Asia. A potent affective economy was discovered. Leadership was associated with affects such as competitiveness, aggression, impropriety, stress and anxiety, in ways that were intensified by highly patriarchal and corporatised HE cultures. Indeed, its difficulties and toxicities meant that leadership was rejected or resisted as an object of desire by many women. We illuminate how different forms of competition contribute to the affective economy of HE leadership. The research also raises wider questions about the possibilities of disrupting dominant neoliberal constructions of HE if those who question such values are excluded (or self-exclude) from leadership positions.  相似文献   

2.
Currently educational research literature demonstrates wide discussion and endorsement of ‘distributed’ leadership while concurrently traditional, hegemonic forms prevail in practice. This article investigates understandings about educational leadership held by Australian school principals. The article describes the contradictory conceptions about educational leadership currently in circulation. It interrogates underlying assumptions and questions how both hegemonic and newer leadership conceptions and assumptions serve educational leaders. Data from principals around the country and across education systems reinforced the predominance of un-theorised or under-theorised notions about leadership, with similar assumptions found in important policy artefacts and practices. This article emerges from interviews with 100 principals focusing on their professional learning needs, which revealed interesting ideas, issues and dilemmas concerning ‘leadership’. It fills a gap in research on distributed leadership by exploring contradictions inherent in policy, practice and understandings in this area. The article is structured into four sections. First, extant literature on this topic and the research are explained. Second, the article focuses on principals' conceptions about leadership and those inherent within important policy and practical artefacts. A discussion of the findings focuses on the discrepancy between theory and policy endorsement and the views of practitioners. Finally, the article canvasses the implications of the research.  相似文献   

3.
王芳 《教育发展研究》2012,(Z2):111-115
当前学界对于教育领导力的研究主要集中在校长领导力方面,对教育中的主体——"学生"其领导力的发展较少关注。对学生领导力发展的研究是国际教育领导力理论研究和实践的新趋势。本文从学生领导力发展的研究意义开始,探究了学生领导力发展的内涵,阐述了影响学生领导力发展的学校、教师等教育教学因素,提出了在学校中促进学生领导力发展的三个主要策略。  相似文献   

4.
Higher education (HE) in the changing context requires leadership training and development as a vital element for university governance and innovation. While there are several theoretical frameworks on leadership development, most of them are outcome evaluation-oriented. Consequently, there is a lack of a leadership development model which emphasises both design process and expected outcomes. In addition to this, HE leadership development has been gradually transformed toward complexity and flexibility due to the volatile external environment of the 21st century. Thus, instead of having a development programme that simply focuses on individual skill enhancement, a comprehensive leadership development programme that equally fosters leaders' competencies (leader development) and develops collective leadership (leadership development) is increasingly utilised. Unfortunately, previous theoretical frameworks fail to take into consideration these new features. The main aim of this study was to develop a comprehensive theoretical model for academic leadership development (ALD) that promotes both leader development and leadership development. In the present study, 24 academic leaders, lecturers and researchers from five European and six Chinese HE institutions co-designed the ALD model. The constructed model consists of four main dimensions: theoretical core, types of training and providers, training format and ultimate goals. The results contribute to developing, promoting and enhancing leadership development in academic settings.  相似文献   

5.
This article reports on a study exploring a distributed perspective on school leadership through three head teacher case studies conducted in Scottish primary schools. Drawing from a sequence of in-depth, semi-structured and narrative style interviews conducted with each head teacher, as well as from a semi-structured questionnaire and sociometric analysis conducted with staff, the article analyses the experiences and the perceptions of head teachers. The paper finds that in practice, distributed leadership is more complex and challenging than often represented, challenging five generally held assumptions in the theoretical, policy and practice frames. Implications are drawn for educational leadership at both school and system levels.  相似文献   

6.
This article examines the learning by a dean of education through the process of executive coaching. In adopting a self-study approach to explore the experience of executive coaching, we draw on the notion of critical friendship as a way of interrogating the experience and the response to that experience in terms of leadership development and professional growth. We used data from audio-recordings of individual coaching sessions to construct vignettes designed to capture the essence of particular themes and issues germane to the learning through the coaching experiences. The major findings pertain to the notion of default behaviours and show how recognition of one's own default behaviours is important in shifting personal practice. The study opens up for scrutiny important aspects of the nature of the personal side of leading a faculty of education and offers insights into what it means to be a learner as a leader and how productive self-study can be in facilitating that learning process.  相似文献   

7.
发展学生领导力是美国大学通识教育的应有之义.本文结合当代领导理论,评析在通识教育中发展大学生领导力的学理基础,概要介绍美国大学生领导教育在课程设置与实施、组织与管理方面的做法,并在此基础上简析美国大学生领导教育对我国的启示.  相似文献   

8.
ABSTRACT

Middle leadership is a dynamic area of policy in Scottish and Irish education to build leadership capacity. This article reports on a critical policy analysis of sequential sets of Scottish and Irish policy on middle leadership to identify codes of meaning. Two aspects are reported: (1) constructions of the purposes of middle leadership and (2) key themes in changing policy paradigms. While there is a development of policy ideas from delegated tasks to management functions to leadership for learning, there is little on the practice of leading learning. The findings are reviewed to identify issues related to middle leadership professional development.  相似文献   

9.
School leadership as a key for school reforms has become a dominant theme in education, as demonstrated by a growing body of research during the last 15 years. Still, little attention has been paid to how changing international discourses on school leadership are translated into national public policy documents during the last decade. As such, this study provides additional insight into this field by analysing how Norwegian policy documents translate international discourses and re-contextualise national constructs of school leadership. Inspired by a critical approach, the authors address this issue by identifying discursive shifts in ideas about school leadership roles and practices. Based on an examination of four recent white papers on Norwegian education and school leadership, the authors argue that the policy documents constructed a tension between an international ‘explicit’ principal and a national ‘docile’ principal in 2003–2004, while recent documents construct a consensus-oriented, distributed leadership role for principals through the term ‘facilitating school leaders’. This may lead to contested interpretations as to how to perform school leadership in practice.  相似文献   

10.
ABSTRACT

The study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders’ practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike.  相似文献   

11.
  相似文献   

12.
This paper outlines the findings of a study that examined the conceptions of academics regarding the nature of ‘leading’ and ‘managing’ learning and teaching in six Australian universities. These data were considered in the light of institutional systems and documentation regarding the leadership and management of learning and teaching and the contemporary literature on leadership and management, particularly in higher education. The research found that there was congruence between academic conceptions of the roles of leaders and managers in HE and those found in other contexts. In contrast, there was considerable variance and significant gaps between these conceptions and HR and professional development practices. The paper reports findings that have significant implications for more systematic and explicit professional development for University leaders and managers of teaching and learning. In addition, it argues that changes are required to the prevailing approaches in the current HR systems and policies in order to effectively develop, support and recognize effective leadership and management practices as they relate to learning and teaching.  相似文献   

13.
This article reports on the findings of a study undertaken to examine the links between leadership practices of a transformational nature and the transfer of teacher training in the public high schools in Kuwait. The participants in the study were teachers who had undergone mandated professional development (PD) aimed at improving teaching practice in English language classes in these schools. The purpose of the study was to examine these teachers’ perceptions of the leadership behaviors of their Heads of Department that increased their motivation and supported their efforts to transfer their learning from PD sessions to their classrooms, and the extent to which practices identified as successful related to transformational leadership characteristics.  相似文献   

14.
UK higher education is undergoing a period of significant change that generates a series of tensions and difficulties for universities and university leaders. This paper explores these tensions through analysis of findings from a study comprising 152 semi‐structured face‐to‐face interviews in 12 UK universities. Building on from theories of ‘distributed leadership’ in schools, five main constituent elements of leadership practice in higher education are identified (personal, social, structural, contextual and developmental) and explored to show how they shape perceptions and experiences of leadership. The paper concludes with a refined model that teases apart the multilayered nature of higher education leadership at individual, group and organisational levels. In particular, it is argued that ‘social capital’ and ‘social identity’ act as important bridges between individual agency and organisational structure and that although widely distributed, higher education leadership may be best regarded as ‘hybrid’.  相似文献   

15.
The 1990s saw considerable structural reform in school education in many Anglophone nation states, marked by trends towards school-based, site-based, self-managing and self-governing schools. This article illustrates through a case study of educational restructuring in Victoria, Australia, how leadership, as a discursive practice, is redefined in the context of spatial and cultural restructuring. Restructuring produced a spatial redistribution of educational provision and individual opportunities as a result of structural adjustment reforms. These same policy moves towards post-welfarism also produced cultural shifts in attitudes to education with the rise of the new instrumentalism and entrepeneurialism. For school principals at the forefront of self managing schools, this meant shifts in resource distribution through new policy mechanisms of managerial and market accountability, and also new priorities impacting on leadership practices with a move from dialogic to decisional modes of management. The question is how recent policy moves towards learning networks and reinventing systematic support with a focus on locational disadvantage are addressing what were increased educational disparities between schools and students. Does this provide scope for more equity-driven leadership practices?  相似文献   

16.
Abstract

Background: Around the globe, education policy borrowing remains pervasive and prevalent. The strategies, interventions and innovations of education systems that perform well, in international assessments, are enthusiastically borrowed and copied in the anticipation of similar educational performance and outcomes.

Purpose: This purpose of the article is to highlight some of the implications and consequences of policy borrowing by comparing the preparation and development programmes for school leaders in various education systems. The article explores the way in which the leadership programmes and models are being adopted and developed by different countries.

Sources of evidence: The article draws upon findings from a contemporary, comparative study of leadership preparation and development across seven different education systems (Seven System Leadership Study). This large-scale, mixed-methods, comparative research study is collecting quantitative and qualitative data about the nature and impact of leadership development and preparation programmes in seven different education systems.

Main argument: The findings from the study reinforce how leadership preparation and development programmes are increasingly becoming standardised as a result of education systems borrowing and adapting from each other. This article also argues that in the contemporary policy discourse, important cultural and contextual influences that significantly affect subsequent implementation and outcomes are increasingly being side-lined and ignored.

Conclusions: This article highlights some of the limitations and unintended consequences of educational policy borrowing. It concludes that adopting some of the design features of effective interventions rather than simply borrowing policies or strategies, in part or in their entirety from very different contexts, may be a more productive way forward.  相似文献   

17.
The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands – Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts.  相似文献   

18.
This article outlines the findings from a contemporary study of principals' leadership practices in Malaysia as part of the 7 System Leadership Study. Recent policy developments within Malaysia have increased principals' accountability and have underlined the importance of the role of the principals in transforming school performance and student learning outcomes. This article draws upon emerging empirical evidence about principals' leadership practices and highlights some of the challenges associated with the new accountability expectations and demands placed upon principals in Malaysia. It provides a contemporary insight into the way in which principals in Malaysia view their leadership practice. The article proposes that despite the pressure on them to secure better school and student outcomes, principals in Malaysia increasingly view their leadership practices as transformational and distributed.  相似文献   

19.
ABSTRACT

This research critically examines the role of pedagogical leadership as it is distributed amongst middle leaders. It seeks to better understand the playful utility of a popular culture metaphor as a frame for understanding empirical data about pedagogical leadership in two Australian schools during a period of imposed curriculum change. Utilising ‘the theory of practice architectures’ (Kemmis, Stephen, Jane Wilkinson, Christine Edwards-Groves, Ian Hardy, Peter Grootenboer, and Laurette Bristol. 2014. Changing Practices, Changing Education. Wagga Wagga: Springer), the paper explores a direct quotation as metaphor from several pedagogical middle leaders that ‘we’re spies’ – and from one participant, ‘in a good James Bond sort of way.’ This research plays with and interprets the politics of practice including collaborating or ‘licensed trouble shooting’, and empowerment or ‘interrogation’ in everyday pedagogical leadership practice where distributing leadership may create espionage, or compliance during reform. Educational reform is espoused for ‘the good of the empire’ of education through the enabling and constraining practices of pedagogical middle leaders.  相似文献   

20.
Abstract

In this article we critically engage with some of the challenges and issues pertaining to the implementation of the Advanced Certificate in Education: School Leadership following a national agreement by the national Department of Education, provincial education departments and several universities. The rather idealised vision of the programme to provide learning opportunities to promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management in line with the vision of democratic transformation seemingly meshed with our own approach to the development of leadership. However, consequent to the planning, budgeting and implementation of this school leadership programme we realised that realities posed serious challenges. In this paper we narrate how it became increasingly clear how “the devil is in the detail”.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号