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1.
This article discusses how Centres of Excellence (CoE) and the existence of several logics in these centres can contribute to the differentiation of the strategic profiles of universities. The study sees research centres as a way to organize research activities in Higher Education Institutions (HEIs) in order to target both excellence but also societal challenges through focused thematic research. It reveals how societal challenges and their interpretation by these centres contribute to the differentiation of the strategic profiles of universities. Studies of centres of excellence programs in Sweden and Japan reveal differences in how their mission is formulated for relevance and excellence. The results indicate that contrasting missions of HEIs are accommodated through the dual logics of these centres relating both to autonomy and industry collaboration. The study shows that long-term funding gives these centres flexibility to set the agenda and focus on their strategic core activities. In other words, a logic of autonomy guides their strategic choices of research activities over the long-run as well as collaborators. Nevertheless, these centres are also developing strategies to cope with dilemmas stemming from the excellence-relevance and evaluation templates that emerge in the nexus of their collaborative ties with industry, government and universities.
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The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and large groups within early childhood settings (ACECQA 2013). The NQS act in tandem with the Early Years Learning Framework (EYLF) (DEEWR 2009) and are the basis by which early childhood centres are assessed for accreditation in Australia. This paper draws upon current research with early childhood educators as they struggle to understand the new concept of ‘intentional teachers’ within this new regime. There also appears to have been a dramatic shift in the understanding about how large and small groups operate within centres. As the accreditation process unfolds, some early childhood centres have been advised to abandon large or whole group work. At the core of the EYLF are the notions of ‘being, belonging, becoming’, locating young children as part of a community of learners within a democratic society. It therefore appears that tensions and contradictions are emerging between the fundamental principles of the EYLF as they are juxtaposed against the requirement of the NQS. Critical Pedagogy of Place provides a theoretical framework in which to interrogate the ways some early childhood educators interpret intentional teaching both in terms of the organisation of spaces in early childhood centres and the organisation of the children as they inhabit those spaces (Gruenewald 2008). This paper argues that the possible abandonment of large group experiences runs the risk of disconnecting children from their communities and the relationships they form as social participants. Furthermore, it is argued that whole group experiences are crucial elements that facilitate a child’s identity and active citizenry. 相似文献
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Martha Kamara 《Journal of educational administration and history》2017,49(2):128-143
While the literature on women and educational leadership has been addressed in substantive ways in recent years, the experiences that reflect female Australian educational leaders are rare. This article reports findings from a study of five female Indigenous principals in the Northern Territory utilising biographic narratives and foregrounds their experiences as female educational leaders in Indigenous communities. I share the views of Ribbins, P. and Gronn, P. (2013. Researching principals: context and culture in the study of leadership in schools. Asia Pacific journal of education, 20 (2), 34–45) and Dimmock, C. and Walker, A. (2005. Educational leadership: culture and diversity. London: Sage) that research and theory into educational leadership must move towards the inclusion of localised unique cultural contexts since the practice of leadership is a socially bounded process. The study reveals the daily complex roles and challenges of being a female Indigenous principal in communities that are grounded in broader Indigenous epistemologies, beliefs, and value systems yet to be fully embraced by mainstream educational leadership perspectives. 相似文献
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This article discusses the results obtained by two consecutive enquiries into the leadership styles and training needs of women and men leading higher education organisations. It compares the findings of the first stage of two studies, based on ad hoc questionnaires responded to by 136 women and 129 men. Results showed only subtle differences between the leadership styles deployed by the two groups. Both groups viewed organisations as social constructions; they preferred characteristics such as responsibility, ability to get on well with people, motivation capacity, communication and empathy, capacity to tackle difficult situations, and ethical issues. Consistent with this both groups identified similar training needs, which included the acquisition of abilities to deal with interpersonal conflicts and the construction of personal criteria to select the best strategy to face every situation. As no significant differences between male and female leaders were found, it is suggested that research into higher education organisations and their management training needs from a gender perspective should focus on the way both men and women managers tackle problems and situations. 相似文献
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This article presents arguments for teacher leadership. It challenges the current orthodoxy of school organisation and seeks to extend the current debate about distributed leadership. It offers a view of teacher leadership which is inclusive rather than limited to those with management responsibility or specific change agent roles. It focuses on learning-centred development work in which teachers act strategically to improve the quality of teaching and learning. The article includes illustrative cases and proposals for strategies to support teacher leadership. It also offers a framework for planning and evaluating the impact of teacher-led development work. 相似文献
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Kay Hempsall 《Journal of Higher Education Policy & Management》2014,36(4):383-394
It is broadly acknowledged that leaders in the twenty-first century are required to navigate an increasingly complex landscape and that the types of challenges individuals and organisations face in the knowledge era require the capacity to adapt and respond to continual fluctuations and change. Outcomes from previous leadership research, combined with the perspectives of colleagues and observation over the past decade, prompted concern that leadership in higher education (HE) institutions was, in the main, not demonstrating the level of readiness or capability to effectively respond to the challenges embodied in the transition to the knowledge era. In seeking to establish how well founded this concern was, this study, supported by a Peter Karmel International Travel Grant, investigated leadership development thinking, programmes and practices within the HE sector in the United States of America and the United Kingdom, and explored how this applies within the Australian context. A number of themes emerged that support the idea that the work of leadership will ideally be based on relationships rather than the ‘command and control’ models of the past and on distributed leadership processes and practices throughout the organisation. 相似文献
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Milton C. Del Manzo 《Religious education (Chicago, Ill.)》2013,108(2):201-203
Since the enactment of the Private Schools Conditional Integration Act in New Zealand in 1975, leadership in Catholic schools has become increasingly complex. Under the legislation Catholic schools are required to develop and maintain their Special Character. The Director of Religious Studies (DRS) has become the position with a key responsibility to ensure this “Special Character.” These challenges and demands make it necessary to reconceptualize this role. Drawing on historical insights pertaining to the DRS role this article provides insights into the progressive development of responsibilities and characteristics of the DRS that are vital to any reconceptualizing for contemporary leadership. 相似文献
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Analysis of leadership dynamics in educational settings during times of external and internal change
Aini-Kristiina Jäppinen 《Educational research; a review for teachers and all concerned with progress in education》2017,59(4):460-477
Background: The article concerns the tensions that can arise during demanding external, and consequential internal changes and considers how educational leadership is able to respond to them. Leadership is here understood as a collaborative endeavour, producing shared sense-making in situations of tension.Purpose: The main research question was: what kinds of leadership dynamics underlie situations of tension brought about by external and internal change? The sub-question was: what kind of micro-level sense-making processes, argued to be the true source of change, assist in revealing these dynamics?Programme: Educational organisations increasingly face demanding external changes, such as the two mergers described in this article. Tensions can easily be brought about during such external changes and the consequential internal changes, such as two pedagogical innovation projects in this article.Sample: The study was conducted with three leadership teams within two organisations. The first organisation was a vocational education organisation with around 4000–5000 students and 500 staff members. The leadership team that was studied was followed for almost two years. The other organisation was a business school which comprised of around 7000 students, 150–200 professors and 500 staff members. There, two leadership teams were investigated and followed for almost three years.Design and methods: The data for the sense-making process was selected by way of qualitative content analysis and an experimented model called TenKeys®. This data were analysed using a grounded theory approach to uncover the underlying leadership dynamics.Results: Ten micro-procedural leadership dynamics were identified. Actions related to the pedagogical projects were then interpreted by means of these dynamics.Conclusions: The findings suggest that understanding underlying leadership dynamics might help educational organisations respond to possible tensions brought about by external and internal change and, consequently, support learners’ learning processes, albeit indirectly. 相似文献
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Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level. 相似文献
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Jim Brandon Trista Hollweck James Kent Donlevy Catherine Whalen 《Teachers and Teaching》2018,24(3):263-280
This inquiry focuses on the overall instructional leadership approaches used by exemplary principals in three high performing Canadian provinces to overcome three persistent obstacles to effective teacher supervision and evaluation: (a) the management challenge, (b) the complexity challenge, and (c) the learning challenge. Analysis of data collected from interviews, focus groups, observations, field notes, documents, artifacts, and reflective research journals yielded the following four assertions: (a) Shared, distributed, and collective approaches to overall instructional leadership deepen and widen impact. (b) Effective supervision and evaluation are part of a career-long continuum of practice that fosters teacher growth while ensuring quality teaching. (c) There are multiple learning pathways to effective overall instructional leadership. (d) Policy contexts that place teacher supervision and evaluation practice within a broader conception of overall instructional leadership are beneficial. 相似文献
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《Africa Education Review》2013,10(4):632-646
ABSTRACTStrategic planning is crucial in facilitating sustainable development of schools. It enables schools to survive and cope with changes and challenges from government policies and market forces. There is broad agreement that all stakeholders need to be part of school strategic planning. In response to the lack of evidence suggesting stakeholders’ involvement – specifically that of Heads of Department (HOD) – in strategic planning in schools, and its value in ensuring that all stakeholders execute their duties, HODs’ experiences regarding their involvement in strategic planning were explored. Qualitative research was undertaken and semi-structured interviews were employed to generate data. The study reveals that the HODs were involved in some form of planning but there is no evidence suggesting their participation in substantive issues on strategic planning. Further, the study reveals that transparency-driven leadership and collaboration are key factors to ensure HODs’ participation in strategic planning. The findings suggest that the involvement of HODs is crucial towards improving teaching and learning. 相似文献
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Simon Clarke 《School Leadership & Management》2016,36(3):353-363
This paper begins from the premise that the challenges characterising the contemporary education environment call for more flexible approaches to leadership than the traditional reliance on codified knowledge. These more flexible approaches are likely to involve new ways of learning, dispositions and behaviours, which enable educational leadership to progress from ‘best practice’ to ‘next practice’. The paper, therefore, has two main aims. First, it seeks to illuminate a potential modus operandi for contending with the complex challenges that have become integral to the landscape of educational leadership. Second, it seeks to encourage consideration of the implications of this modus operandi for processes of leadership thinking, learning and development. For this purpose, the nature of the challenges purported to define the landscape of educational leadership now and into the future is first discussed. This is followed by an examination of three interrelated leadership concepts in enabling appropriate judgements to be made in dealing effectively with highly complex circumstances, namely, ‘phronesis’, ‘contextual intelligence’ and ‘negative capability’. The paper concludes by discussing the circumstances within the professional milieu that either constrain or promote the kind of educational leadership that is deemed to be required for embracing the three concepts in question. 相似文献
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Christopher Day 《British Educational Research Journal》2020,46(1):247-264
This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2 , 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced the principal's agenda for collegially agreed change, and whose students’ academic progress and performance improved over a 3-year consecutive period when measured in terms of students’ entry-level attainment and socio-economic factors, and staff who asserted their right to ‘individual professional autonomy’ and whose students’ academic progress and attainment declined. The research: (i) challenges claims that reform necessarily results in school cultures of compliancy, de-professionalisation and the technicisation of teaching; (ii) raises issues concerning the pedagogical leadership of principals in a devolved, ‘self-governing’ school system; and (iii) questions teachers’ entitlements to individual professional autonomy where this is associated with students’ continuing academic underperformance. 相似文献
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Libby Lee Maureen O'Rourke 《Early Years: An International Journal of Research and Development》2006,26(1):49-62
This paper reports on an early childhood technology project that has been conducted in Australia since 2000. The background to the project is that IBM extended their international KidSmart Early Learning program to the Asia‐Pacific region. A partnership with the Australian National Schools Network was formed to implement the program in Australia. This organisation took responsibility for identification of early childhood centres (preschool and day care) serving low socio‐economic status communities across Australia (approximately 100 centres per year), the design and facilitation of professional development for teachers and research and evaluation in conjunction with the program. Whilst this was a national project, this paper deals only with the research conducted in Western Australia with the first round of centres involved in the project. The paper highlights themes emerging from teacher action research based in early childhood centres. The pedagogical considerations, challenges and dilemmas emerging from teachers' use of ICT in early childhood settings are also discussed. 相似文献
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This paper examines the key impact that technology is having on shaping and, indeed, fusing the worlds of work both outside and inside tertiary institutions. The transformation of organisations by technology creates key challenges for tertiary institutions which are identified. One tertiary institution's attempts to engage with these challenges is illuminated through case study research. The institution in question, Deakin University, is a major open and distance education organisation in Australia. In grappling with the technological imperative, issues of leadership, management and organisational change come to the fore. Leadership in dynamically evolving organisations committed to the use of educational technologies in a range of diverse teaching‐learning contexts is an enormously complex and difficult task. The complexities, ambiguities and difficulties of leadership in such an environment are illuminated in this paper through the presentation of a set of eight interconnected issues which reveal some of the experiences of people within the University who are attempting to manage educational change and technological innovation. 相似文献
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Karen A. Longman Amy Drennan Julie Beam Amanda F. Marble 《Christian Higher Education》2019,18(1-2):54-77
Although women are now graduating in greater percentages then men at all degree levels—associate through doctorate—the senior-level leadership on most postsecondary campuses in the United States continues to be predominantly White and male. Numerous internal, institutional, and systemic barriers have been identified that hinder women from aspiring to leadership and advancing into senior-level roles. However, new streams of research in the leadership literature are addressing the motivations, encouragers, and discouragers that influence women’s leadership aspirations and experiences, including a growing body of scholarship focused on the process of leadership identity development rather than simply leadership development. This article presents the relevant literature and discusses the findings of interviews with 30 emerging and current women leaders in the Council for Christian Colleges & Universities; the interview questions focused on the extent to which various kinds of developmental relationships (specifically mentoring, coaching, and sponsorship) have been experienced by the participants. Three primary themes emerged from the data analysis of developmental relationships vis-à-vis the participants’ leadership journeys: (a) the value of having a network of influential relationships was key in the leadership journey; (b) the perceived benefits of distinct developmental relationships, either present or desired; and (c) the contribution of developmental relationships in navigating women leaders’ professional challenges. Although many of the 30 participants reported having benefited from mentoring of various types in the past, only a few reported having been coached or sponsored. Notably, such developmental relationships were not only desired but also viewed as potentially critical to professional advancement. Recognizing that the influence of developmental relationships (particularly coaching and sponsorship) in later career stages merits greater research attention, this article proposes a slightly modified version of a Women’s Leadership Development Model in which developmental relationships are recognized as a motivator for women to aspire to or step into leadership, with coaching and sponsorship playing a larger role in the later stages of women’s career development. 相似文献
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Evaluation of an action learning programme for leadership development of SME leaders in the UK 总被引：1，自引：1，他引：0
Jean-Anne Stewart 《Action Learning: Research and Practice》2009,6(2):131-148
This paper presents the findings from an evaluation research project undertaken by Henley Management College in 2006. This project followed an earlier research study that focused on identifying the leadership development needs for leaders of small and medium sized-enterprises (SMEs) in the UK, developed a leadership development model and made recommendations for a leadership development programme. The principle challenges facing the SME organisations overwhelmingly concerned leading change in their organisation. Their personal challenges concerned implementing change initiatives, communicating these and motivating the people in their organisation. In consideration of the challenges identified, one of the key recommendations was to pilot an action learning programme and evaluate the effectiveness of action learning to develop leadership skills in SME leaders. Henley Management College then conducted a research project to evaluate the pilot programme. This pilot consisted of three learning sets, run in three geographical areas in the UK and facilitated using three very different styles. Following the pilot programme, there were several wider reviews by academics, advisors and representatives of relevant government boards. This has since resulted in a significant programme of action learning for SME leadership development being implemented. This paper provides an overview of the relevant literature and research methodology and then presents the evaluation results from the pilot programme. The dominant theme was that action learning does indeed deliver significant business benefits and provides a real opportunity for SME leaders to develop their leadership skills. 相似文献
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Abstract The purpose of this article is to examine technology leadership issues and challenges with an emphasis on TeleLearning Professional Development Schools. A qualitative analysis of professional educators' practices as early adopters of information and communication technologies (ICTs) was conducted. Ethnographic data were gathered from a broad variety of activities organized or supported by the TeleLearning Network of Centres of Excellence (Canada, 1995–2002). Research results point to 1. themes indicating that substantive technology leadership is manifest (leadership for partnership, leadership for learning to teach with ICTs, and leadership in research for innovation), 2. leadership issues at different levels of integration of ICTs, and 3. creative tensions and related challenges 相似文献