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1.
This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in ‘action’ in order to ‘learn’ and that under certain conditions they may transfer learning to their firm. This paper draws on data from 19 focus groups undertaken from 2010 to 2012, involving 51 participants in the LEAD Wales programme. It considers the literatures exploring learning transfer and develops a conceptual framework, outlining four areas of focus for entrepreneurial learning. Utilising thematic analysis, it describes and evaluates what (actual facts and information) and how (techniques, styles of learning) participants transfer and what actions they take to improve the business and develop their people. This paper illustrates the complex mechanisms involved in this process and concludes that action learning is a method of facilitating entrepreneurial learning which is able to help address some of the problems of engagement, relevance and value that have been highlighted previously. This paper concludes that the efficacy of an entrepreneurial learning intervention in SMEs may depend on the effectiveness of learning transfer.  相似文献   

2.
Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders.  相似文献   

3.
Transition from teacher to principal involves both a technocratic response based on ‘yearning for certainty’ that requisite leadership skills will be learned, and a critically-reflexive approach to adopting a new professional identity (Crow and Møller 2017. “Professional Identities of School Leaders across International Contexts: An Introduction and Rationale.” Educational Management and Leadership 45 (5): 749–758, 750). Globally, the maintenance of pipelines of confident and capable principals is a priority, but principal preparation programmes have often been described as decontextualised and inadequate (Cheung and Walker 2006. “Inner Worlds and Outer Limits: The Formation of Beginning School Principals in Hong Kong.” Journal of Educational Administration 44 (4): 389–407). Consequently, without opportunity to develop leadership strategies and reflect critically with a trusted mentor, newly-appointed principals often leave the role prematurely (Marks 2013. “Leadership Succession and Retention: It's Time to Get Serious about a Principal Retention Policy.” Leading and Managing 19 (2): 1–14). This Australian study aimed to evaluate the effectiveness of a Queensland Department of Education and Training coaching programme for beginning principals, designed to secure future quality leaders. A custom-built philosophy incorporated support from local master principals and a high degree of autonomy. One-on-one interviews with programme participants confirmed that: enduring professional relationships resulted from a safe-space approach; knowledge and understanding of the Australian Professional Standards for Principals (AITSL 2014. Australian Professional Standard for Principals and the Leadership Profiles. Canberra: Australian Government) increased; and feelings of empowerment and control of leadership situations accelerated. For the benefit of leadership pipelines worldwide, new principals in other contexts may be energised to continue with the complex role of being effective school leaders through similar, autonomous and peer-supported programmes.  相似文献   

4.
The aim of the study was to determine whether teacher-mentees perceive their mentors as authentic leaders and if so, how these perceptions affected their leadership strategies. The sample included 60 Israeli teacher-mentees from different school levels and different sectors, who volunteered to participate in the study. Semi-structured interviews were conducted to explore participants' perceptions of mentoring processes that had influenced them professionally. Based on a confirmatory approach in qualitative analysis, using ATLAS.ti 5.0, we found that the influential mentors were perceived as authentic leaders who acted within four dimensions that were consistent with authentic leadership theory: self-awareness, balanced processing, relational transparency and internalised moral perspective. In addition, it was found that the influential mentors had contributed to the mentees' development of leadership strategies that included envisioning, engaging, evaluating, reflecting and monitoring. These findings may contribute to the development of preparatory programmes that can focus on development of authentic leaders among mentors, and may assist in developing middle-level leadership among their mentees. The present study indicated that mentoring characterised by authentic leadership could contribute to the broadening of leadership circles and to the construction of middle-level leadership through advancing mentees' leadership strategies within their educational spheres.  相似文献   

5.
Purpose: This paper examines the benefits of using an outcome-based education (OBE) method within agricultural extension outreach programmes for professional and farmer audiences. Design/Methodology/Approach: The method is elaborated through two practical examples, which show that focused, short-duration programmes can produce meaningful skill development and impacts at the farm level. Both examples addressed pressing problems that were evolving during the education programme, and we sought a method that would respond adaptively to local circumstances and unanticipated changes. Key aspects of the method include strategic planning to properly focus education programmes, and the integration of data-driven decision support tool development to reduce uncertainty associated with the use of high-risk pest management inputs. Findings: Professionals and farmers increased their knowledge and skills related to pesticide management, and follow-up evaluation documented high levels of adoption of risk reduction and mitigation practices by farmers. Practical Implications: We recommend OBE for several reasons: (1) it uses a group process to elicit an accurate view of the system that learners operate within, (2) it provides cohesive and active learning with the potential for continuation, and (3) it enables feedback between all stages of programme development and implementation. Originality/Value: The most novel aspect of our adaptation of the OBE approach is the integration of, and feedback between, participatory programme design and tool development throughout the process, which maximises the value of each, and their ability to deliver outcomes. The OBE method integrates science, technology and social learning, and connects these with authentic problem-solving tasks to perpetuate learning beyond the classroom to where outcomes are attained.  相似文献   

6.
The aim of this study was to investigate the transfer of learning of professional competences from vocational colleges to the workplace context in vocational education. Concretely, the study examined the relations between the professional competences learned at school and the use and further development of those competences at the workplace during the practice module in vocational education programmes in Spain. The study analysed individual, educational design and work environment factors that facilitate or hinder transfer of learning. The study took a multidimensional approach to professional competences by observing four dimensions: hard-specific, hard-generic, interpersonal and intrapersonal. The data collection drew from a questionnaire administered to students of vocational education programmes (N = 379) after they had completed the practice module scheme. A moderation analysis was applied to observe the effect of individual, educational design and workplace factors on the relation between the competences learned at school and those used at the workplace. The findings showed that compulsory placement, school-work alignment, work-based supervisor, access to resources and task complexity are significant moderators between the competences learned at school and those used at the workplace. The study highlights the coherence between the school and workplaces and work environment characteristics as factors conducive to transfer of learning.  相似文献   

7.
The Performance Assessment for Leaders (PAL) is a four-task evaluation system designed to improve the quality of initial school leaders in Massachusetts by evaluating candidate readiness using a rigorous, standard assessment system. By design, it is signalling leadership quality expectations to preparation programmes. Through two years of survey research with leadership preparation faculty (n?=?12) and candidates (n?=?53) who completed PAL, we explored faculty understanding the PAL assessment, assessment alignment task to programme content, candidate preparedness, and impact on programmes. Results show that faculty used PAL to improve their preparation programmes and provide high-quality learning experiences for candidates.  相似文献   

8.
ABSTRACT

Increased school autonomy and a greater focus on achieving school effectiveness and improvement has made it essential to reconsider the role of school leaders (OECD 2009, Creating Effective Teaching and Learning Environments: First Results from TALIS. Paris: OECD Publishing). This recommends that leadership development in this rapidly changing world deserves significant consideration compared to the past. With the increasing interest entrusted to school leadership, this article reports on how school leaders are currently prepared by the higher education programmes offered in two out of three universities in Fiji. Through an extensive literature review as well as through programme documents and policy reviews, this article focuses on current educational leadership post-graduate courses offered at these Fijian universities and highlight areas of strengths as well as suggests recommendations for improvement that are in line with identified needs for effective principal preparation in a Fijian context with key connections made to the larger South Pacific region.  相似文献   

9.
Purpose: Participatory extension programmes are widely used to promote change in the agricultural sector, and an important question is how best to measure the effectiveness of such programmes after implementation. This study seeks to understand the current state of practice through a review of ex post evaluations of participatory extension programmes.

Design/methodology/approach: A systematic literature review of the peer-reviewed literature was undertaken to analyse the evaluations based on: (i) year of publication; (ii) location of the study; (iii) programme delivery; (iv) evaluation methods; (v) outcome variables; and (vi) inclusion of evaluation in initial programme design.

Findings: The review finds that almost all studies use an experimental or quasi-experimental research design (i.e. using a control group or counterfactual), but some studies do not account for endogeneity or selection bias. Furthermore, only a small number of the evaluations were planned as part of the original programme design, which causes difficulties in obtaining robust counterfactuals. The review also finds that relatively few evaluations, approximately 20%, measure the programme impact on environmental outcomes and only 15% of the evaluations have been undertaken for programmes in developed countries.

Practical implication: Limitations with current evaluation practice are identified, and recommendations are provided for improving practice, including better treatment of endogeneity, and the complementary use of qualitative data.

Theoretical implication: The review provides a contribution to the debate about the use of quantitative versus qualitative evaluation methods, by addressing the use of both quantitative and qualitative evaluation methods in a complementary way.

Originality/value: Despite their widespread implementation, this is the first systematic literature review for published evaluations of participatory extension programmes in the agricultural sector.  相似文献   


10.
The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006–2007 and 2007–2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural employers (50 farming sector employers); (3) competences required by farming sector professionals and former students (70 professionals). The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses. Recruiters are looking for generic competences such as the ability to coordinate groups and place less importance on knowledge of engineering, biology, applied economics and legislation. Of the computer-related competences, those most in demand by sector professionals were related to the use of Microsoft Office/Excel (used by 79% of professionals). Surveys were used to redesign some subjects of the degrees.  相似文献   

11.
Abstract

Purpose: There is inconsistency in the design, understanding, implementation and monitoring of soil health programmes. Despite mounting scientific evidence for the credibility of certain soil health indicators, an increase in the reporting of programme benefits, and progress in communicating these benefits, many farmers remain hesitant to implement structured management plans and strategies tailored to address soil health. The purpose of this research is to investigate the proportion of Lachlan and Macquarie Valley landholders who implement a structured soil health programme and to better understand the role of extension in the management of these.

Design: Non-parametric analysis of a mail-based survey supported with content analysis of landholder comments was used.

Findings: Results suggests that the overall landholder attitude towards soil health management is positive, although soil health management programmes are often inconsistent, unstructured, or ad hoc. Ongoing communication between landholders, agronomists, extension agencies and scientists is shown to be vital in the adoption of soil health management programmes.

Practical implication: By understanding landholder attitudes and management practices, as well as the role of extension, extension efforts can become more targeted and effective.

Value: This article shows that soil health management is a primary focus of Australian farmers and elucidates the importance of extension efforts in management and planning. Areas where extension should be focussed are identified.  相似文献   

12.
The social, economic, political and ecological imperatives of sustainable development outlined in ’Our Common Future, Agenda 21’ and ’Caring for the Earth’ have established a renewed agenda for environmental education which links it very closely with development education. Teacher educators in Australia have responded to the need to link environmental and development education and to raise the level of attention usually devoted to them in teacher education programmes. The ’Environmental and Development Education Project for Teacher Education’ has been the result. The project has involved 20 educators, drawn from 11 universities, government departments and NGOs across Australia, in writing and trialing a set of 18 3‐hour workshop modules on environmental and development education for use in pre‐service teacher education courses. These modules, published in the project manual, ’Teaching for a Sustainable World’, illustrate how environmental education and development education are related and provide practical assistance for teacher educators who wish to include these important fields in their programmes. An intensive dissemination programme in 1993‐94 involves workshops for all Faculties of Education in Australia.  相似文献   

13.
This paper reports some of the findings from an evaluation of the New Visions programme, piloted by the National College for School Leadership in 2002–2003. The programme is targeted at school leaders in their first three years of headship and has a strong emphasis on experiential learning. The evaluation evidence is deployed against an earlier literature review on leadership development in education. The findings show that participants were mostly very positive about their New Visions experience. The conclusion suggests that the process-rich approach of New Visions could be widened to include other leadership development programmes, within and beyond NCSL.  相似文献   

14.
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   

15.
ABSTRACT

This article critically explores neoliberal administrative priorities and the ways in which they shape and constrain academic language and learning (ALL) advisory practice in the Australian higher education sector. Drawing on semi-structured interview data collected from in-service ALL advisors working in Australian universities, we highlight a disjuncture between the participants’ understandings of effective practice and the institutional framing of ALL advisory work as a mechanism to improve accessibility of higher study and retention of diversifying student cohorts. The data indicate the potential for institutional priorities to generate dilemmas in advisors’ daily practice as they are tasked with performing support via formats considered antithetical to meeting students’ needs and fostering productive approaches to study. Under these circumstances, participants characterised collaboration between advisors and content specialists in the pursuit of more embedded approaches as dependent on individual endeavours and stymied by a lack of institutional support. We call for renewed consideration of the formats and affordances with which advisors work in order to better align ALL advisory practice with the holistic development of students’ academic literacy skills.  相似文献   

16.
《Africa Education Review》2013,10(1):115-132
Abstract

Although our perceptions regarding distance education (DE) have changed significantly, there still remains a perceived lack of quality in the development, management and delivery of DE programmes. Unfortunately, DE offered in developing countries depends largely on first and second-generation delivery modes and relies heavily on print as form of information dissemination. Thus, technological drawbacks are often hailed as the main reason for such setbacks. This article discusses the findings of a comparative study involving an education programme that runs as both a contact and a distance programme. The assessment indices include access, delivery and output, while the Transactional Distance Theory is adopted to ascertain the extent to which the theory accounts for excellence in a given programme. Findings clearly support the importance of the relationships between dialogue, structure and autonomy. However, the researchers proffer that the Transactional Distance Theory should apply not just to learning material, but to the totality of a given programme. Finally, suggestions on enhancing the total quality of programmes in this context include: the introduction of generic courses; provision of bursaries; introduction and decentralisation of pre-orientation programmes, provision of quality learning material; and workable tutoring and counseling systems.  相似文献   

17.
Purpose: This paper argues the rationale for a model of reflective practice in the formation of young agricultural advisors and to use this model to inform a wider discussion on the importance of the different levels of reflection in agricultural extension higher education.

Design/methodology/approach: The paper presents a model of four reflective practice modules conceived as successive building blocks in the professional development of a reflective agricultural advisor and examines the model through the lens of theory and the lens of experience of the first cohort of students to complete the programme.

Findings: Experiential learning with structured critical reflection is shown to support the integration of knowledge gained into new professional identities as agricultural advisors.

Practical Implications: Curricula for higher education in agricultural extension need to be revitalised and refreshed to address the mismatch between the emphasis on the social dimensions of extension in the literature and the general lack of attention to this in the education and formation of agricultural advisors.

Theoretical Implications: The paper presents a model of reflective practice that draws on experiences in other professions that could be applied to early career and continuing professional development for agricultural advisors.

Originality/Value: By presenting a model for reflective practice, the author intends to stimulate a wider discussion on the importance of the different levels of reflection in agricultural extension higher education.  相似文献   


18.
Abstract

Purpose: Capacity development for agricultural research and development is missing an opportunity. Initiatives tend to focus on developing capacity of individuals and even when the ultimate aim is social change leave the transformation of individual into social learning largely to chance. I use the lens of social learning systems, particularly concepts from Community of Practice theory, to explore how that theory can provide practical insights into transforming individual into social learning and the design considerations that would support this.

Design/methodology/approach: Using as a case study a professional development programme, African Women in Agricultural Research and Development (AWARD), I conducted a use-oriented systemic inquiry among 26 AWARD participants, with myself as informed investigator within the system of inquiry. Data from interviews and questionnaires were subjected to qualitative analysis using analytic induction with sensitizing concepts from Community of Practice theory.

Practical implications: I identify strengths and challenges, and provide five design considerations that might enable the individuals participating in a capacity development programme to continue to engage after the programme ends and self-organize for concerted action.

Originality/value: The originality of this research article is the use of the three central Community of Practice concepts of domain, community and practice as analytical tools for understanding individual and social learning among the alumni of a professional capacity development programme. This has value for designers of capacity development initiatives.  相似文献   

19.
ABSTRACT

The purpose of this study is to identify Medical Leadership Competences among medical students at Hashemite University, and analyze the significant differences in the university participants based on their academic level, gender and GPA. Data collection randomly selected from medical students, the response rate for were (260) students. A 40 items survey covered the five areas of Medical Leadership Competences were used. The responses indicated that the most leadership competences for medical students ascending by means were: ‘Demonstrating personal qualities’, ‘Working with others’, ‘Managing services’, ’Setting direction’, an ‘Improving services’, all of these competencies were in high level. There were no significant differences at the 0.05 level among medical leadership competences of medical students’ at Hashemite University related to their academic year, gender, and GPA.  相似文献   

20.
Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts.  相似文献   

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