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1.
The paper reports the findings of a small‐scale qualitative investigation into academic staff perceptions of research cultures across 10 English and Scottish university education departments. The study sheds light on four interrelated issues: the nature of research cultures, perceived facilitators, perceived constraints and the emotional landscape of working within a research environment. The findings indicate that perceptions vary according to staff academic and scientific capital, largely determined by career background and the type of university institution in which they work. While there is evidence of a culture of performativity and intensification, there is also evidence of widespread commitment to (and enjoyment of) educational research, especially where its value is broadly conceived to include outputs of applied research (including action research) as well as basic and strategic research. It is concluded that a broader policy conception of what constitutes value in research, coupled with a deeper understanding of the complex social and emotional factors that impact on academic well‐being, will be important to building both commitment and long‐term research capacity.  相似文献   

2.
National policy discourses imply rational and positive pathways to greater equality and inclusion for public sector workers, including those in education. However, radical feminist and critical race theory suggests that whatever measures are undertaken to disassemble systems which impact negatively on those who are minority or excluded, systems which sustain current inequalities are likely to be synchronously constructed. Analysis of the UK performativity environment has variously identified a range of intended and unintended effects. The mechanisms by which performativity may impact on the inclusion or exclusion of diverse staff in leadership have not been widely explored empirically. This paper draws on data from five case studies of further education colleges. It interrogates the data to explore how the performativity culture relates to the multiple identities of leaders at various levels of hierarchy within the organisation. It concludes that while previous commentaries may have correctly discerned a relationship between managerialism and a centralisation of power to men and to senior leaders, they may have inadequately considered the complex impact of changes in public management culture on deeper power structures within organisations, including not only gender, but also socioeconomic class, ethnicity and disability amongst others.  相似文献   

3.
The study examines the correlation between collective innovativeness of the teaching staff and the principal’s leadership style as well as additional school structure characteristics. The construct of collective innovativeness is examined as a precondition of successful school improvement processes driven by the teaching staff. Based on theoretical interdisciplinary analyses and empirical findings, the examined hypothesis was that the principal’s leadership directly and positively influences the collective innovativeness of the teaching staff. The results of the structural equation modeling (partial least squares regression) indicate that the principal’s leadership style is the strongest predictor of teachers’ collective innovativeness and, together with the teaching staff’s perception of hierarchical structures and autonomy within the school, explained 51% of variance in the construct. The paper highlights important aspects of principals’ leadership styles that can encourage collective innovativeness among teachers.  相似文献   

4.
The experiences of five female lecturers working in higher education in the UK are explored as they engage in the search for a feminised critical space as a refuge from the masculinised culture of performativity in which they feel constrained and devalued. Email exchanges were used as a form of narrative enquiry that provided opportunity and space to negotiate identities and make meaning from experiences. The exchanges provided a critical space, characterised by trust, honesty and care for the self and for each other, that enabled a sharing of authentic voices and a reaffirming of identities that were made vulnerable through the exposing of the self as an emotional, politicised subject. Drawing on existing theoretical understandings of critical feminised spaces enabled us to create a pedagogical framework for work with students in further developing caring and co-caring communities of practice that are not alternative to, but are outside the performativity landscape of education.  相似文献   

5.
School and work climate studies of LGBTQ-identified students and educators often reflect challenging environments for those with non-normative sexual and gender identities. Thus, this study sought to understand the experiences of LGBTQ-identified world language (WL) educators in the classroom as well as the intersections of their gender and sexual identities. Drawing upon Butler’s theory of gender performativity and arts-based approaches to research, specifically ethnodrama and performance, this article describes a researcher’s process of working through contradictions in research and representation. Through arts-based approaches to qualitative inquiry, the author maintains how such approaches can provide different mediums for exploring and conveying participants’ lived experiences that are often not possible through traditional qualitative methods of representation.  相似文献   

6.
The study discussed here was based on a collective case approach involving a specialist UK higher education institution. Six individual interviews were carried out with a cross-sectional sample of the institution’s staff members. Additional information was gained through observations and examination of relevant documents. These data were interrogated with the purpose of exploring how the institution had made the transition from a teacher training college to a teaching-led higher education institution with a particular commitment to developing research capacity. This analysis yielded a number of key findings: first, the institution had experienced a cultural shift, with research forming a more noticeable profile; second, practitioner-oriented research was the dominant research endeavour; and third, there appeared to be an incomplete understanding of the potential of research to change a staff member’s career and teaching practice. The article concludes by giving consideration to the implications of the findings.  相似文献   

7.
Many factors contribute to the effectiveness in implementing organizational change. However, many change effort fail due to several factors such as lack of commitment, style of leadership, and emotional distress of the employees who have to implement the change. This study was intended to determine the influence of leadership behavior and organizational commitment on organizational readiness for change in a higher learning institution. It was based on a conceptual framework that combined part of an adapted model from organizational development and change theory. A total of 169 academic staff from the main and branch campuses UiTM throughout Malaysia were selected based on stage and cluster sampling to participate in this study. The result shows that there is a significant relationship between organizational commitment and leadership behavior on organizational readiness for change. The findings also revealed that 36.5% of the variance in readiness for change is explained by organizational commitment and transactional leadership behavior. In determining the role of the organization commitment as a moderating variable, the result of the study indicates significant moderating effect of affective commitment on the relationship between transformational leadership behavior and organizational readiness for change. This study implied that building organizational commitment as well as developing transformational and transactional leadership behavior could contribute to formulation of organizational readiness for change and subsequently lead to the success of a change program.  相似文献   

8.
加强高职院校科研工作是促进高职教育、院校发展、教师自身发展的必然要求。加强高职院校科研工作其关键是加强科研队伍建设。基于此,高职院校要针对当前科研队伍存在的问题,在明确科研定位的基础上,加强科研队伍的组织建设、素质建设、能力建设和环境建设,促进院校科研工作发展,从而促进高职教育发展。  相似文献   

9.
This paper outlines the initial findings of an action research project that focuses on the possible contribution of peer observation to a more collaborative environment and teachers’ professional growth at The University High School. The research component played a significant part as previous attempts to change the culture at the school were unsuccessful and investigating the forces that prevent collaboration in the day-to-day workings of the school became necessary. Our investigation reveals that whilst a peer observation programme has great potential to stimulate cooperation amongst teachers, the ingrained power relations in schools turn its intended professional growth outcomes on its head. Only if the school's leadership employs strategies to counter entrenched disciplinary structures in schools, can peer observation lead to more collaboration between staff members and stimulate professional learning.  相似文献   

10.
Early childhood education and care is currently experiencing unprecedented policy interest and expansion. This policy and practice landscape requires new forms of adaptive leadership, new spaces for production of the knowledge necessary for this changing context, and tools that can support the development of leadership qualities. This paper examines the potential of practitioner research to produce contextually relevant knowledge and to develop leadership capacity. Our findings show that collaborative practitioner research groups provide a relatively safe environment for the sharing of dilemmas and critical reflections. The practitioners who participated in this research wanted access to narratives of change in typically resourced early childhood contexts as well as in the more highly resourced settings that are more often reflected in academic research and literature. This suggests there is a need for much more of this work to be publicly available. These groups can generate the courage required to open practice based research to public critique. This, we argue is an important element of activist leadership. Collaborative practitioner research opens up the possibility for practitioners to position themselves as knowledge producers and to revitalize the knowledge base that informs teacher education in the academy. In supporting this move, academics need to position themselves as resource gathers and co-learners thus opening a third space for knowledge production. The challenges for the profession are how to fund and effectively disseminate collaborative practitioner research and how to draw it into dialogue with other forms of research.  相似文献   

11.
This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common.  相似文献   

12.
Universities are built upon the collaborative work of academic staff and students, yet the nature of this work has been undergoing profound and rapid change. Pressures within Australia’s higher education sector have led to a fracturing of traditional academic roles and growing feelings of disconnection. While there have been many narrative, ethnographic and autoethnographic explorations of academic work, few studies have employed visual arts-informed methodologies to interrogate the ways in which academics represent their teaching, research and community engagement work. In this article we outline findings about academics’ views of their teaching work. These findings surfaced from an arts-informed participatory research project, that sought to open up a space for (re)presentations of academic work. With a focus on teaching, three through lines emerged during the analysis: voicing absences and resistances; initiating layers of reflexive moments and expressing complexity through collage. We argue that the academics’ responses allow us to trace the emotional terrain of contemporary academic work. They also open up ways to unpack, express and make visible academics’ complex thoughts, feelings and ideas about teaching practices.  相似文献   

13.
Based on research conducted in an English secondary school, this paper explores computer-mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. I argue that in this particular case performativity has become entrenched in teachers' day-to-day practices, and not only affects those practices but also teachers' sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities – trust. From examining the case in point, I hope to have illustrated for those interested in teachers' work some of the implications of the interface between technology and performativity.  相似文献   

14.
Investments in the select few who already are or will become academic leaders are essential but insufficient. Investments also need to be made in collective leadership because leadership is an activity or function, not merely a person. Both good leaders and collective leadership are needed in the never-ending journey toward selective excellence. A review of the challenges and opportunities manifest in the internal and external environments for higher education supports this claim and five others. First, there are certain non-negotiable strategies. Second, every leadership strategy is an intervention. Third, contingent leadership with multiple strategies is nearly mandatory. Fourth, organizational readiness for change is an enduring priority. Finally, leadership is founded on disciplinary stewardship. To thrive, kinesiology must be both a fortress discipline and an adaptive, connected discipline. Keeping the best of specialization, while combating fragmentation, stewardship must be firmly connected to faculty career identities and structures provided by existing and newly-configured sub-disciplines.  相似文献   

15.
任务型“拉—推”机制主要发生在专业学习共同体集体领导小组与成员之间,体现在情感和认知两个方面｡ 本研究选择一所高校跨院系多语种教师专业学习共同体中的12位多语种教师作为研究参与者, 采用田野观察､访谈､研究日志､会议纪要和文件等多种质性数据,探讨研究参与者对任务型“拉—推”机制的自我感知｡ 研究发现,任务型“拉—推”机制得到12 位研究参与者的积极支持和全面肯定｡  相似文献   

16.
Recent restructuring of research funding for New Zealand’s higher education institutions is ‘outputs‐driven’. Under the Performance Based Research Fund, units of assessment of research quality are individuals, every degree teacher receiving a confidential score of A, B or C (if deemed ‘research active’) or ‘R’ (‘Research Inactive’). Despite its relatively high number of A and B rated individuals, Education’s collective ranking was low. I interviewed staff and draw on Bernstein to explore how this process affects professional identity formation, a process involving engagement with changing ‘official’ external identities. I overview Bernsteinian concepts, historicise Education’s changing official identities and illustrate how these enabled and constrained participants’ self‐definitions before, during, and immediately after, the quality evaluation. The imposition of audit culture reproduces old theory/practice binaries.  相似文献   

17.
With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market.  相似文献   

18.
This research aims to examine the success factors behind raising the achievement of Black Caribbean pupils with focus on leadership and work force diversity factors. Drawing on case studies and focus group methodological approaches of research the study findings identified a number of success factors including the strong leadership of the Headteacher, effective use of a diverse multi-ethnic workforce, valuing and celebrating cultural diversity, providing an inclusive curriculum that adds to gives pride in being Black Caribbean. What is particularly special about the case study schools is that the leadership of the schools are strong on equality and diversity issues and there are also plenty of opportunities for teachers and school staff to celebrate cultural diversity and reflect on the achievement of Black Caribbean pupils. Overall the study suggests that Black Caribbean pupils do well in multicultural schools with a strong school leadership on diversity and equality issues. Policy implications for developing leadership capacity and workforce diversity are discussed in the final section.  相似文献   

19.
This study examines the features of school leadership as it evolved in an upper secondary school attempting to enhance school improvement through a dedicated team of developmental leaders. We study the team leadership’s tools and design over one school year and report on the evolution of a collective approach to leadership for school improvement. Researchers in a formative intervention research project supported the change process. Cultural-historical activity theory and a set of new technologies inspired the intervention design. The study describes how conceptions and practices of leadership gradually emerged as a collective and distributed approach to leading educational change and school improvement. In particular, new tools and designs for school team leadership were explored and implemented. The study addresses the need to develop shared and collaborative conceptions of leadership in schools. The study concludes that careful planning and skilful orchestration of human, cultural and technological resources are needed in order to make sustainable improvements in schools.  相似文献   

20.
Drawing on a larger study on “Gender practices and violence between peers: the stakes of mixed-sex education”, this paper examines the methodological challenges specific to carrying out ethnography in an elite high school. The researcher’s subjective experience in the field reveals the power dynamics at play in the elite setting. We also examine how interdisciplinary collective analysis of the observation journals unveils less-examined challenges to conceptualization in the research process. We call for the heuristic value when contradiction and subjectivity are acknowledged and implicated both in the field and data analysis, which leads us to articulate different social identities in the elite school environment.  相似文献   

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