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1.
Ngoc Bich Khuyen Dinh Chang Zhu Zhengwen Qi Yasar Kondakci 《Higher Education Quarterly》2023,77(4):792-816
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
2.
Joseph A. Raelin 《Action Learning: Research and Practice》2019,16(2):123-135
Is there a viable pedagogical method to prepare people, as they engage together in their practice, for the assumption of collective leadership? In this article the author makes the case that such a method is already available via action learning but for its adoption as a collective leadership development approach. The author’s agenda is twofold: he initially seeks to explain how action learning transforms participants towards an affinity for collective leadership, and not only at the individual level of experience, but at the team and organizational levels as well. Secondly, to understand the reasoning behind the properties of action learning, he interrogates why action learning can be a propitious method to acclimate to the world of collective leadership, especially due to its practice orientation. The article closes with some applications to collective leadership along with some final cautionary remarks. 相似文献
3.
在线学习环境中,大规模群体通过深度交互,充分交织个体智慧,能生成具有重要价值的集体智慧。然而,在大规模协作实际运行中,群体协作和群体知识建构效果不佳,导致个体智慧孤立,集体智慧形成的基础薄弱。构建在线学习集体智慧生成路径(OCIG):以个体智慧为起点,在媒介供给、组织策略和社交互动的支持下,能实现个体参与群体协作,最终生成集体智慧。并依此设计大规模协作方案,进行实践与分析,结果表明:适切的媒介功能,为集体智慧生成提供技术保障;多样的组织结构,转变集体智慧生成方向;提供逐级的互动支架,能够提升集体智慧层次。 相似文献
4.
To overcome the dysfunctional overemphasis on control and pronounced homogeneity of U.S. global leadership teams, the authors advocate a model of individual and collective development of the capacity for judgment integrity in leadership, ethics, and organizational change decisions to better address global behavioral, moral, and change complexity. They next advocate action learning processes that incorporate experience, methods, tools, and cases into organizational training programs so that the asset of acculturized organizational knowledge will capture both explicit, migratory Western knowledge and tacit, embedded non‐Western knowledge. Finally, the authors recommend three action steps global leaders can take to enhance organizational capacities that will lead to sustainable global competitive advantage. 相似文献
5.
中小学信息化领导力实践的现实困境与路径选择 总被引：1，自引：1，他引：0
信息化领导力是教育信息化深入发展中的一个重大课题。通过对领导力及信息化领导力概念的解构,发现信息化领导力不仅仅是领导者(如校长)个人的能力特质或影响力,更需要关注的是整个领导集体的领导力与被领导者的反作用力之间的合力。在对校长信息化领导力实践的现实拷问下,转变领导观念、确立共同愿景、培育信息化领导团队、实行分工与协作是学校信息化领导力实践的现实路径选择。 相似文献
6.
JOHN J. GARDINER 《European Journal of Engineering Education》1991,16(3):269-272
Adaptations by higher education to an information-processing world will involve the development of new organizational forms that encourage and reward collaboration. As the world ‘becomes smaller’, we are rediscovering the interdependence of things. The leadership team and interdisciplinary group are emerging as the workplaces for the information-processing world. Colleges and universities that develop viable networks for processing information will lead the way into the 21st century. Recommendations for higher education worldwide include the following: developing interdisciplinary, team-taught courses of study; forming interdisciplinary groups to bring together people to analyze problems; implementing leadership teams in the decision-making structures of departments, schools and colleges. The creation of interdisciplinary problem-solving groups as the building blocks of the information-processing society will require changes in our attitudes toward leadership. The leader as servant will emerge as governance model. Changes in our systems of selection, evaluation and promotion of faculty and administrators will also be required. Interdisciplinary groups and leadership teams will form the infrastructure of the new world order of information processing and decision making. 相似文献
7.
情商理论与组织行为理论的交叉产生了“组织情商”学说,组织情商是个体情商概念的拓展,在一个组织中,领导班子集体能否建立高效合作的团队,能否有效地利用群体的智能的机制,是组织形成核心竞争力的人事基础,是组织取得成功的关键。因此,领导集体情商是组织情商的关键之所在,在新的历史条件下,提高组织情商,必须首先提高领导集体情商。 相似文献
8.
LEAD at lunch: inquiry,learning, and action 总被引：1，自引：1，他引：0
Cynthia Roberts 《Action Learning: Research and Practice》2012,9(1):37-44
This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby the group could further delve into the collaborative learning process, explore issues around leadership, garner feedback about the formal programming, gain insight into larger organizational issues, and perhaps develop strategies for change. Outcomes achieved include better meeting management, revision of an organizational communication forum, the development of a training program for performance management, as well as plans for more collaboration with upper administration and the development of a mentoring program. In summary, this venue created a supportive space whereby all aspects of a problem could be explored and resolutions could be formulated and acted upon. 相似文献
9.
分布式领导是教育管理中一个新兴的领导学研究领域。面对复杂多变的学校环境,分布式领导是优化组织决策、促进教师员工参与管理的重要领导模式。因此,当学校处于变革发展的条件下,面临加倍动荡的环境时,必须用新的思维整合分布式领导概念,将领导者、追随者和情境放在一起理解。以形成更有效的学校组织结构和流程。 相似文献
10.
This study presents the development process of a new model of educational innovation, that involves the use of digital technologies. The model is based on a broad theoretical framework together with research involving this long-term case study. The backbone of the model consists of a fundamental revision of a multi-level Organizational Learning Framework incorporating the influence of the external school context (outside of the school context) and various aspects of leadership. The conceptual model not only clarifies the learning capacity of the teachers and administration, in accordance with the organizational learning approach, but can also be used as a tool for the investigation of planned interventions in line with the ‘learning school’ conception. The incorporation of the concept of leadership practice strengthens the original Organizational Learning Framework on all levels in the school organization. The conceptual model integrates and improves theoretical frameworks for context-conscious leadership, organizational learning and distributed leadership. An important outcome of this study is an increased understanding of the relation between distributed leadership and collective sense-making as an important prerequisite for the incorporation of digital learning materials in teaching practice. 相似文献
11.
Dr. William R. Tracey 《Clearing house (Menasha, Wis.)》2013,86(5):212-214
This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement. 相似文献
12.
Kyu Tae Kim 《Asia Pacific Education Review》2010,11(3):433-445
This paper will explore how to connect the administrative and professional perspectives in the era of accountability. Conflicting
school accountability perspectives come from the contradiction between managerialism and professionalism. This inconsistency
in accountability may have shifted the teaching profession’s role toward supervisory leadership and acquiescing or resisting
professionalism. In order to balance the conflicts and issues, administrators need to consider high-quality professional development,
facilitating self-producing practices, building organizational learning, and distributing and sharing responsibility and leadership.
Also professionals need to rescue from individualism to collaboration and team, advocate authentic pedagogy as critical and
reflective practitioners, become data generator and talker for the best practice and the successful policy implementation,
and act as an active leader. Such connection enables administrators to enter into the classroom and professionals to open
their classrooms toward the external world in search of authentic pedagogy and accountability through deliberative discourse. 相似文献
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14.
王春艳 《江苏经贸职业技术学院学报》2021,(2):35-40
基于社会交换理论,将领导—成员交换作为中介变量,建立辱虐型领导对员工建言关系的概念模型。辱虐型领导对员工促进性建言行为和抑制性建言行为均有显著负面影响,且领导—成员交换部分中介辱虐型领导与员工促进性建言的关系,领导—成员交换完全中介辱虐型领导与员工抑制性建言的关系。这一结论对组织中领导的培训与选拔、领导效能和员工组织参与度的提升具有启示意义。 相似文献
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16.
Thomas Sewerin 《高等教育研究与发展》2017,36(6):1280-1294
This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in this specific university: education, research, formal organization and boundary-spanning cross-scientific environments. A shared understanding of these logics was accompanied with a reported increase in organizational understanding and leadership awareness that helped establish collaboration and sensemaking. Furthermore, we show that the theory of logic multiplicity provides a way to analyze previously neglected aspects of power, tensions, context and the practical relevance of the concept of distributed leadership. 相似文献
17.
汪浩 《淮阴师范学院学报(哲学社会科学版)》2001,23(3):295-300
“毛周体制”说,不仅建国后能成立,建国前也能成立,有了“主要助手”说,“毛周体制”仍有深入研究的意义。“毛周体制”从集体领导及其运行机制的角度,揭示毛周合作的内在本质,其要点在于揭示了中央领导集体的组织体制及其运行机制。这对党建、特别是对领导班子建设具有重要意义。领导班子,不仅要有“核心”,而且应有“轴心”。“核心”、“轴心”体制及其运行机制的建设,是集体领导班子建设的要害所在。 相似文献
18.
Yvonne Näsman 《International Journal of Leadership in Education》2018,21(4):518-529
Within caring science, the concept of caring leadership is well established. The aim of this study is to introduce Bondas’s theory of caritative leadership into education. The theory of caritative leadership is a theory of caring leadership with the ‘caritas’ thought of human love and mercy at its core. The article considers a hypothetical testing of the transferability of a nursing leadership theory, with its roots in caring science, into the field of education. The material consists of about 90 sources from the disciplines of nursing, education, management, and psychology. A caritative leadership would support Bildung – a comprehensive view of the edification of life, personal growth and maturity – as an ultimate goal of education. In the emerging model of a caritative leadership in education, a humanistic ethos of love, trust, and forgiveness shapes the culture of the educational organisation. The pedagogical leader supports the process of human becoming by implementing the idea of human beings as vulnerable, moral, dignified and unique individuals. The leader develops an ability to know which objectives to measure and which experiences of others to learn from, while performing such tasks as planning, reporting and directing in accordance with the mission of the organisation. 相似文献
19.
Outdoor leader decision-making is often cited as one of the most important competencies that professionals in the field possess. However, little discussion regarding the development of decision-making ability appears in the outdoor leadership literature. Psychologists in other fields have investigated the progression from novice to expertise and the following scenario illustrates differences: expert/novice decision-making as indicated with submarine commanders and air traffic controllers as subjects. This paper attempts to make theoretical connections between research in cognitive and social psychology, and outdoor leader development, and in doing so, discusses research in expert/novice differences in decision-making, situation assessment, naturalistic decision-making, and professional development. Implications and suggestions are made for application to current training practices; these include training for ill-structured problems, for a heavy workload, time stress and high stakes, as well as multiple players, and organizational norms. Suggestions for additional research are also included. 相似文献
20.
随着教育的变革与发展,教师组织公民行为对学校办学目标的实现起着日益重要的作用。如何更有效地激发教师积极主动的行为,成为当前关注的重点,分布式领导为此提供了新的思路。本研究以大学教师为研究对象开展调研分析并构建模型,探讨了分布式领导对大学教师组织公民行为的影响机制,研究发现组织信任、工作满意度与组织承诺在分布式领导与教师组织公民行为之间起着重要的中介作用。建议发展分布式领导的组织文化,使教师拥有充分的专业自主权和对重要事务的参与权,完善学术评价与激励机制,为教师发展提供平台与机会,同时注重对组织信任和工作满意度尤其是组织承诺水平的提升,从而使教师践行更多的组织公民行为,进而提高学术组织绩效、实现发展目标。 相似文献