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Glenys Drew 《The Australian Educational Researcher》2010,37(3):57-76
It is proposed from this study that engaging productively with others to achieve change has never been more critical in educational environments, such as universities. Via semi-structured interviews with a cohort of senior leaders from one Australian university, this paper explores their perceptions of the key issues and challenges facing them in their work. The study found that the most significant challenges centred around the need for strategic leadership, flexibility, creativity and change-capability; responding to competing tensions and remaining relevant; maintaining academic quality; and managing fiscal and people resources. Sound interpersonal engagement, particularly in terms of change leadership capability, was found to be critical to meeting the key challenges identified by most participants. In light of the findings from the sample studied some tentative implications for leadership and leadership development in university environments are proposed, along with suggestions for further empirical exploration. 相似文献
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Glenys Mann Karen Moni Monica Cuskelly 《International journal of qualitative studies in education》2016,29(7):964-979
Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data from 30 parents. Children of a variety of ages, with and without disability, were represented. All groups were similar in the aspects they regarded as optimal in a child’s school life. These fell into five categories: being connected, growth, personhood, basic needs, and happiness. Despite this similarity across groups, there were some notable differences in the detail; for example, parents of children with disability had a stronger focus on children being wanted, high expectations, and being seen as an individual. 相似文献
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Modernizing leadership through private participation: a marriage of inconvenience with public ethos?
What distinctive leadership changes does the private sector bring to the running of public sector educational services? This paper contributes to an understanding of the issues raised by this question by studying the senior management of a private company running services for an English local education authority. The paper explores evidence of modernizing leadership, as well as the extent to which a traditional public ethos is sustained or re‐interpreted within modernization. Analysis is based principally on interviews with senior management, but is also informed by the larger data set collected as part of the case study of this public‐private partnership. The paper suggests that modernizing leadership, as understood in terms of the dominant policy discourse, is not found in its pure form, but is modified by a continuing orientation to an older public ethos. A model is proposed—an adaptive public service model of leadership—which reflects the style of leadership forged by senior management. Issues, dangers, paradoxes, and contradictions inherent in the model and the practice it represents are highlighted. The model is not put forward as an ideal to follow, but as a means of highlighting the issues that arise where modernization and older ideals of public service encounter each other. 相似文献
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Glenys Patterson 《Tertiary Education and Management》2013,19(4):259-269
This article examines the implications of the rise of managerialism for student participation in university governance. It explores this theoretically by proposing a matrix of ideal‐type regimes of student governance based on the work of Hyden, Olsen and others. The working of this typology is illustrated in a case study of the student political dynamics involved in governance changes at the University of Cape Town (UCT) in the decade after the transition from apartheid to democracy. The study finds that after two waves of university democratisation, UCT experienced a rise of managerialism which entailed incisive changes in student–university relations. Changes could be observed at various levels, including the emergence of a de‐politicised form of student activism and the adoption of a consumerist student political discourse. It is argued that the rise of managerialism thus precipitated a momentous change in the legitimation of student participation in university governance. 相似文献
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This paper develops a 'conceptual map' by which to chart contemporary developments in policy on school diversity. In part this has been prompted by the prospect in England of (private) Steiner schools becoming more closely involved in mainstream state-funded education. Whilst generated principally by policy developments within the UK, the conceptual thinking may also have wider applicability. We conceptualise diversity in the context of a differentiating public domain and a concern with existential questions which, arguably, persists in educational policy even where narrow 'performative' criteria are dominant. Four diversity models are outlined and a policy path over time suggested in relation to these. We suggest that this may be leading towards diversity policy which affords greater recognition to different conceptions of valued learning and encourages co-operative exploration of thesse, though it is acknowledged that there remain strong contrary pressures. 相似文献
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Glenys Patterson 《Tertiary Education and Management》2013,19(4):299-308
Abstract Late in 1996, Kalgoorlie College and the Western Australian School of Mines in Western Australia were merged to form an expanded campus of Curtin University, based in the state capital city of Perth. This paper uses a frame analytical approach to examining how differing and competing interpretations and commitments affected how the merger was played out. Three important frames, each of which had a major influence on the merger for periods of time are identified: one that emphasised regional social and economic development, another centred on education for industry and a third based on economic rationalism. This analysis connects changes in the direction of the merger to shifts in the way the merger was framed. 相似文献
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Relatively little is known about the effect of adult interactive style on children's communication. The aim of this study, written by Lila Kossyvaki, Glenys Jones and Karen Guldberg, all from the University of Birmingham, was to explore the effects of adult interactive style on children's spontaneous communication. The study used an action research methodology. Six children aged between four and five years with autism and three members of staff participated. Each child was video recorded for a total of two hours across four activities. The staff, in collaboration with the researcher, developed and put into practice an Adult Interactive Style Intervention (AISI) intended to promote spontaneous communication. Two months later each child was recorded for two hours across the same activities with staff using AISI. Cohen's d effect size was calculated to measure the differences pre‐ and post‐intervention. The increase in total initiations post‐intervention for all six children was significant. The findings suggest that attention should be paid to adult style when developing communication in children with autism. 相似文献