共查询到20条相似文献，搜索用时 31 毫秒
1.
Noëlle Obers 《高等教育研究与发展》2015,34(6):1220-1232
This study was conducted at a small ‘research-led’ institution in South Africa. The data indicate that women produce less research than men and have low levels of professional self-esteem. Factors such as accrual of social capital, family responsibilities and self-esteem are constraints experienced by women academics in pursuing research careers. Mentoring was found to facilitate research career development and improve levels of self-esteem. Improved self-esteem enables women to promote themselves within their institutions and in the research arena. The role of the head of department with mentoring as a key function emerged as an influential structure for the career advancement of women academics. However, these leadership positions are significantly dominated by men and this appears to affect the amount and nature of mentoring women academics receive. 相似文献
2.
Thi Lan Huong Nguyen 《Higher Education》2013,66(1):123-138
Although the slow progress of female academics compared to their male colleagues and the challenges that female academic leaders have to face in taking leadership roles have been well-documented, very little is known about female academic leaders and managers’ career advancement in developing countries like Vietnam. This paper reports on an exploratory study of a research project funded by the Cambridge—Viet Nam Women Leadership Programme, which aims to advance an understanding of the status of, and identify strategies to empower, female academic managers in Vietnamese higher education. The focus of this paper is on university leaders and female Deans’ perceptions of the barriers to female academic Deanship and female Deans’ reflections on the facilitators for their career advancement. The study found that the main barriers are strong family obligations, negative gender stereotypes regarding females as leaders, and female academics’ unwillingness to take management positions. The major facilitators of female Deans’ career advancement are self-effort, strong family support, and, what is perceived to be, a favourable or ‘lucky’ selection context. The paper provides empirical evidence to support the view that family support is a crucial factor for female academic career advancement in Vietnam. Women are both an agent and an object of change in empowering female academic leadership. 相似文献
3.
Kate Irving 《Tertiary Education and Management》2013,19(3):186-199
This paper reports on a small-scale longitudinal study of ‘local’ leadership roles at two UK universities. The research explored perceptions of the leadership provided by a specific group of staff who held roles for enhancing learning and teaching. Based on ethnographic design principles, the study was based at one UK higher education institution with another as a comparator. Data were collected through semi-structured interviews and focus groups with ‘local’ leadership role-holders and their colleagues. Semi-structured interviews were conducted with academic managers. Analysis of the data was based on grounded theory and thematic analysis. The discussion and conclusion suggests that, to maximize the impact of these roles, the leadership aspects of them should be made explicit, recognized by colleagues at all levels and supported by leadership development. Further investigation into local leaders’ career progression may provide valuable insights for the relatively limited body of knowledge and practice of leadership within professional teams. 相似文献
4.
Anna E. du Plessis Annemaree Carroll Robyn M. Gillies 《International Journal of Leadership in Education》2017,20(1):87-112
Assigning teachers to a position for which they are not suitably qualified influences effective educational leadership. The paper reveals assumptions and misconceptions about the lived experiences of teachers in out-of-field positions and what it means for effective educational leadership. The multilayered meaning of out-of-field teaching for quality education is an international concern which includes countries such as Australia, USA, UK, Korea, Europe, Turkey and South Africa. The paper reports on a transnational qualitative investigation conducted in Australia and South Africa at seven schools in different educational environments. The meaning of lived experiences in relation to out-of-field teaching and educational leadership is explored through the lenses of educational directors, principals, specialist and out-of-field teachers and parents. An in-depth discussion of the practical and social implications unveils taken-for-granted traditions and cultures in relation to out-of-field teaching. The paper concludes with an in-depth discussion of the meaning out-of-field teaching has for educational leadership, while it underlines specific complexities for decision-making and policy development. The need for further research in relation to educational leadership training and professional development in relation to the out-of-field situation is revealed. 相似文献
5.
David Giles 《School Leadership & Management》2017,37(1-2):120-140
This case study research found that the relational leadership and organisational culture at a public primary school situated in a high poverty location in South Australia was built upon the strength of the inter-relationships between the teachers, teachers and leadership, and between teachers and students. Supported by what we called ‘dynamic inter-relationships’ and a ‘commitment to ongoing growth’ manifesting as key themes across the qualitative survey data generated by the school’s participants, we found the individual strengths of staff served the ‘on-going formation of organisational life’. Cognisant of these disclosed relational underpinnings, the research provided recommendations to the school’s leadership team about how they could best progress their educational reform agenda. The findings affirmed an Appreciative Inquiry inspired approach designed for the research was ‘fit for purpose’ as it generated extensive qualitative data from the teachers and leaders, offering opportunity for deep interpretive analysis using hermeneutic methodology of the school’s relational leadership and organisational culture. The research findings were subsequently confirmed by the teachers and leaders through a dialogic presentation of the research findings as an accurate representation of the culture of their school. 相似文献
6.
Francis Owusu 《International Journal of Leadership in Education》2017,20(2):220-245
This study explores the meaning and competencies of ‘research leadership’ in the African context and investigates strategies for developing it. Data for the study were gathered through an online survey that targeted recipients of research grants/support from key research funders to selected African institutions. The recipients of these grants were either research leaders or team members. The study employs a mixed methodology approach with empirical data drawn from focus group discussions and online surveys of English-speaking research leaders and research teams whose research work was supported by the selected funding institutions. In line with literature of leadership styles in Africa, our results suggest that preferred research leadership style for African researchers is different in some ways, especially with its attention to the ‘human touch’. Respondents preferred ‘people/relationship orientated’, ‘taskorientated’ and ‘democratic/participative’ styles of leadership, all of which have strong elements of Ubuntu (humaneness). The study also showed that leadership development for many in Africa involves mostly ‘learning by doing’ and informal mentoring, and less formal training opportunities. We explore policy implications of our findings with reference to research leadership development in African institutions, paying particular attention to challenges faced by female research leaders, and stress that research leadership development in Africa must be seen as a long-term and continuous activity and calls for more formal leadership development opportunities to complement the existing informal approaches. 相似文献
7.
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
8.
J. J. R. de Villiers 《Africa Education Review》2017,14(3-4):212-229
Teacher loss due to migration is a global phenomenon that impacts both developed and developing nations the world over. The aim of this study was to find out about the career plans of final-year South African student teachers. A group of final-year Bachelor of Education student teachers from a South African university responded to a questionnaire on intra- and intercontinental migration. The responses were analysed quantitatively and/or qualitatively. The findings showed that 79% of the students indicated that they would be teaching in South Africa, 8% were planning to teach in another country, while 8% were undecided. More than a third of the students (38%) said that they would like to teach in another country in five years’ time. Just more than a quarter of the students (27%) preferred Australia as a destination country. The student teachers’ most important motive to teach in a foreign country was the opportunity to travel, followed by earning a higher salary, and professional development. The student teachers indicated that their most important migration needs before leaving South Africa were information about health care, accommodation, and banking assistance. 相似文献
9.
Women remain outsiders in university leadership and management. The literature indicates that discipline base, career mobility, experience outside academia, selection processes, and gender stereotyping may impact on women becoming senior managers. This article reports on research with current and former Vice‐Chancellors, senior managers, and recruitment firms to identify skill requirements for effective leadership and management. Our research indicates gender is an issue in higher education leadership, in recruitment and selection, exclusion from male camaraderie, and preference for transformational leadership. This research will produce a skills benchmark to assess future leadership positions and hopefully cut across current gender bias.
相似文献10.
Research-intensive universities, such as the Russell Group in the UK, the Ivy League Colleges in the USA and the Sandstone Universities in Australia, enjoy particular status in the higher education landscape. They are, however, also often associated with social elitism and selectivity, and this has led to critique as higher education systems seek to widen access. This article looks at how academic staff are discursively constructed in five such institutions in South Africa through an analysis of documentation submitted as part of a national review. Three interrelated discourses are identified: a discourse of ‘staff as scholars’ whereby research is privileged over teaching, a discourse of ‘academic argumentation’ whereby a critical disposition is valued and is called upon by academics to resist development initiatives and a discourse of ‘trust’ whereby it is assumed that academics share a value system and should thus be trusted to undertake quality teaching without interference. 相似文献
11.
Leadership, governance, and management are frequently conceptualized as conflictory institutional logics. The recent shift to a ‘new managerialism’ in universities, for example, clearly favors business-like leadership and management styles over collegial governance practices. This article provides a micro foundation of leadership, governance, and management in universities based on the underlying communication of strategic issues among governing bodies. Reporting on a longitudinal case study of a comprehensive reorganization of a German university, it illustrates how institutional logics translate into micro patterns of communication. The findings suggest that leadership, governance, and management are not necessarily conflictory but reflect in four complementary micro patterns. Rather than ‘managerialism’ replacing ‘collegialism,’ organizational change unfolds in oscillating sequences of these four micro patterns. The findings furthermore indicate that the strategic issues of research and teaching at the university’s core remain largely autonomous, despite their increasing managerial regulation. 相似文献
12.
Despite the ubiquity of staff soft skills programmes, few studies have examined why and how academic and corporate services staff utilise these programmes for self-care/governance. This study reports on findings from an ethnography of soft skills learning and development programmes (LDPs) in a UK university, focusing on interviews with programme participants and facilitators. Results suggest that, as social worlds with neoliberal directives, LDPs promote various self-governance activities in the form of entrepreneurism and novel, corporate versions of self-care. Time on LDPs was seen as a chance to, ‘put oneself first,’ examine career options and cultivate sought-after attributes, including self-confidence and assertiveness. Social networking and performance management also emerged as significant issues. Career development was important for all participants; however, perceptions of how to realise this differed. Based on our findings, we propose three types of work-related performance – ‘career nomad,’ ‘reluctant entrepreneur,’ and ‘course hopper’ – constituting a typology for understanding social worlds inhabited by contemporary university professionals. Our study suggests that self-care ‘technologies’ have multiple, competing functions in continuing professional education. While LDPs can help professionals navigate paths through increasingly challenging organisations, their entrepreneurial ethos and content reflect the market interests they serve. 相似文献
13.
Women constitute just over one fifth of full professors in UK higher education and whilst work has emerged in recent years on professors as leaders, there has been comparatively little research about how this under-represented cadre define and practise their role as intellectual leaders. This paper seeks to analyse how women see their role as full professors through autobiographical accounts of their intellectual and career histories via interviews with women professors, and a small comparison group of male professors. A range of freedoms and responsibilities connected with the professorial role are identified along with personal qualities considered central to success. Both female and male professors understand their role principally in terms of research leadership, but women are more likely to emphasise the importance of academic citizenship, especially mentoring, compared to their male counterparts, an obligation that weighs especially heavily on women working in science, technology, engineering and mathematics areas. While these findings are indicative of the continuing effect of so-called ‘academic housework’ in holding back the academic careers of women, they are also a positive indicator of a commitment to an all-round role as an intellectual leader. 相似文献
14.
Dual sector universities (or duals) are a growing international phenomenon that cut across the divide that typically exists in post‐secondary education. Duals combine ‘further’ and ‘higher’ education within a single institution providing enhanced opportunities for student transition between post‐secondary sectors. This paper reports the results of an international survey of duals in Australia, Canada, New Zealand, South Africa and the UK. The results indicate that duals operate divergent operational models in managing the structural challenges of cross‐sector education characterised as unitary and binary. Many duals contend that state and provincial government regulation militates against the integration of structures, processes and human resources within a dual sector context. 相似文献
15.
To date, scholarship on international students has generally focused on flows from non‐western economies to the main English‐speaking destination countries (such as the United States, the United Kingdom and Australia). In contrast, we draw on a qualitative study of 85 UK students who have either completed or are considering undertaking a degree programme overseas. We found that, in opposition to a common image of ‘international students’, UK students are not overtly motivated by ‘strategic’ concerns. Instead, they are seeking ‘excitement’ and ‘adventure’ from overseas study and often use the opportunity to delay the onset of a career and prolong a relatively carefree student lifestyle. Despite these ostensibly ‘disinterested’ objectives, however, UK students remain a highly privileged group and their experiences serve only to facilitate the reproduction of their privilege. The paper calls for a more critical analysis of the spatially uneven and socially exclusive nature of international higher education. 相似文献
16.
Philip Hallinger 《School Leadership & Management》2013,33(5):537-560
ABSTRACTThis review of research employed science mapping to analyse the intellectual structure of the knowledge base on educational leadership and management in Africa. The review analysed 645 Scopus-indexed documents on EDLM in Africa published between 1960 and 2018. Meta data associated with these documents were analysed using the VOSviewer software. The complementary use of citation and co-citation analysis determined that 95% of the African literature in EDLM has been published since 2000. Geographical distribution of African scholarship was highly skewed with South African scholarship accounting for 74% of the corpus. Citations analyses also identified highly cited scholars and documents within this literature. Analysis of the intellectual structure of the African EDLM knowledge base identified four main Schools of Thought. Three of these were comprised primarily of Africa-based scholarship and determined to be 'distinctively African' in terms of topical foci. The ‘research front’ or most current topical trend in this literature concerns leadership for educational and social transformation. Recommendations are made for building capacity among African EDLM scholars as well as for next steps in advancing the literature. 相似文献
17.
Alexander Gardner-McTaggart 《Perspectives: Policy and Practice in Higher Education》2018,22(4):109-114
For the ‘global middle classes’, cultural reproduction increasingly involves the international school as they promise considerable distinction [Bourdieu, P. 1984. Distinction: A Social Critique of the Judgement of Taste. Cambridge, MA: Harvard University Press] granting University passage past Anglo gate-keepers. This paper draws on research providing a multiphase exploration of the character of senior leadership in IB international schools. Participants emerged as white ‘English’ and Christian. However, data collected show that these leaders do not operationalise (organisational) international values; instead, they draw upon their own societal values in leadership. Yet, their stories and outlooks of global-mindedness sit uncritically, framed in ‘Inner Circle English’ [Kachru, B. 1985. “Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle.” In English in the World: Teaching and Learning the Language and Literatures, edited by R. Quirk and H. G. Widdowson, 11–34. Cambridge: Cambridge University Press] advantage. Participants lean on a power-narrative of middle-class ‘Englishness’. As powerful policy-makers, this orientation defines the international school’s mission and vision. It appeals to the surge of international education, particularly in the global South, where international schools can be seen as incubators of ‘English’ epistemic advantage. It is unlikely that the consolidation of the ‘Brand of Britain’ will affect this demographic and their choices to ‘go UK’. The affordance of diminishing EU participation in the UK higher education system may work in favour of globalising middle classes and elites. Conversely, it is unlikely that lower income EU or UK domestic HE participation is likely to profit from this move. 相似文献
18.
Mark Brundett 《Education 3-13》2013,41(3):42-47
The Beacon scheme was devised by the Department for Education and Employment as a project ‘specifically designed to help raise standards in schools through the sharing and spread of good practice’ (DfEE, 1999a). The article outlines the nature of the Beacon Schools Scheme and examines and delineates some of the management processes in one such school, a Church Aided Lower School, in one of the largest towns in the UK. As a central contention the article argues that the ubiquitous management paradigm of ‘collegiality’ is neither a sufficient nor an accurate representation of effective models of school leadership. An alternative conception of ‘co-constructed leadership’ is suggested which may provide equal benefits in legitimating leadership decisions, whilst at the same time enabling the exercise of appropriate ‘authority’ by school leaders. 相似文献
19.
Jasvir Kaur Nachatar Singh 《Higher Education Quarterly》2023,77(3):501-514
Limited scholarly work has been conducted on obtaining equal opportunities to participate in employability-related programmes by international students while studying in Australia. Drawing on a qualitative study, 20 South Asian postgraduates were interviewed to explore their experiences in accessing employability-related programmes. Based on the findings, South Asian graduates have experienced unequal opportunities in accessing employability-related programmes as postgraduate international students in Australia. They are disadvantaged by generic career advice and resume assistance offered by their university career office, and companies invited to university career fairs offer internships, placements or graduate programme opportunities mostly to domestic students. As a result, South Asian graduates were unable to gain employment in their field of studies. South Asian graduates have also offered several useful recommendations to facilitate more equal chances of developing employability and thereby gaining successful employment in Australia. These include partnerships with companies in providing employment opportunities, diversification of university career office roles, and establishing connections with alumni. The paper also discusses implications for Australian higher education institutions and higher education policy and practice in Australia. 相似文献
20.
Kalwant Bhopal 《British Journal of Sociology of Education》2011,32(3):431-447
This paper explores Indian women’s views on arranged marriages in the United Kingdom. It is based on research carried out with 32 Indian women studying at a university in the South East of England, UK. The article draws on Wenger’s social theory of learning to explore how Indian women’s participation in communities of practice in higher education contributes to their participation in arranged marriages. The concept of ‘social capital’ is used to discuss how women are able to negotiate their participation in arranged marriages, It is used to examine the knowledge and identity resources that women develop through their participation in higher education, which provides them with the means from which to develop the necessary ‘bridging ties’ leading to their active participation in the wider South Asian community. 相似文献