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1.
《Journal of Further & Higher Education》2012,36(1):95-106
Literature concerning leadership styles in HE provides no distinct view on whether style relates to gender. Transformational styles are regarded by some as particularly suited to times of change, and likely to be adopted by women; but others argue such styles are unsuited to HE. In a study of leadership within an institute of higher education undergoing change, transformational and transactional leadership behaviours were identified in all senior managers, male and female. However, when official communications were plotted over time, transformational attitudes were superseded by transactional. Women managers apparently identified more with male gender paradigms and displayed male-type leadership behaviours, whilst men showed female paradigm identification and female-type leadership. Additionally, managers indicated that past experience of ‘poor’ management and their subject training had greatly influenced their leadership approaches. 相似文献
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The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands – Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts. 相似文献
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By examining the cultural images present in the popular musical Wicked, cultural norms and biases toward women in leadership and women’s leadership practices are explored. The discussion rests on conceptions of male and female leadership ‘styles’, how power is obtained and utilised within organisational settings and how resistance and reproduction play key roles in how women as leaders are accepted. 相似文献
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Christina Stage 《Scandinavian Journal of Educational Research》2013,57(3):223-235
In May 1990 new groups of examinees participated in the Swedish Scholastic Aptitude Test (SweSA T). Generally these new groups were younger and had higher education than the examinees at earlier test administrations. The purpose of the study reported was to examine whether the gender differences in test results had changed with the changed composition of examinees. The groups of men and women were successively matched according to age and education and comparisons were made of gender differences in test results between different age and education groups. The results, however, showed that even though age as well as education had influence on the test results, no real difference was found between younger and older examinees regarding gender differences in the test results. 相似文献
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In this paper, we explore the role of online social networks in the cultivation of pathways to higher education for refugees, particularly for women. We compare supports garnered in local and offline settings to those accrued through online social networks and examine the differences between women and men. The paper draws on complementary original data sources, including an online survey of the Somali Diaspora (n?=?248) and in-depth interviews (n?=?21) with Somali refugees who do or have lived in the Dadaab refugee camps of Kenya. We find an important interplay of local and global interactions, mediated by mobile technology, that participants identify as critical to their access to higher education. Our analysis relates these interactions to shifting social norms and possibilities for refugee women’s education. Our findings directly address the use of information and communication technology in expanding opportunities for higher education for women in refugee camps. 相似文献
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Leila Gonzãlez Sullivan 《Community College Journal of Research & Practice》2013,37(8):559-571
Four generations of community college presidents are identified and described: the founding fathers, the good managers, the collaborators, and the millenium generation. Using the framework developed by Bolman and Deal (1991), the leadership styles of these four groups are compared, with particular attention given to the current and emerging generations. A shift in style is predicted from the participatory approach preferred by presidents in the 1990s to one that allows for just-in-time responses to workforce training needs and dramatic changes in higher education resulting from globalization and the technology explosion. 相似文献
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Geoff Berry 《Asia-Pacific Journal of Teacher Education》1994,22(2):177-188
Community school personnel in Papua New Guinea are expected to undertake an increasingly complex leadership role in making education more relevant to the needs of the community, yet current administrative training does not acknowledge this leadership perspective. In the light of this changing role, the current model for the in‐service development of community school leaders in Papua New Guinea appears limited theoretically. This is because existing programmes are inadequate epistemologically and do not fully equip community school leaders with the knowledge required to cope with educational change. Existing programmes are based on a technical rationality which serves bureaucratic purposes rather than contributing to teacher empowerment and organisational reward. A new approach is required which recognises the increasing complexities of community school leadership and which links leadership training with the process of professional development. 相似文献
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Leslie Palmier 《Higher Education》1986,15(5):459-473
A study of Indonesian graduate officials shows pervasive differences between the holders of the Sarjana Muda, or Bachelor, degree, and those with the Sarjana, or Master's and other higher degrees (in what follows referred to as Bachelors and Highers), also between men and women holders of either level of degree.The Bachelors were younger than the Highers, and the women younger than the men, the youngest group therefore being the women Bachelors. Most Bachelors had graduated from academies and institutes; most Highers from the universities. The five leading state universities were responsible for a smaller proportion of women than of men Highers. Few of these institutions at either Bachelor of Higher level were in the private sector; these were favoured more by men than by women, and by Highers rather than Bachelors.Most graduates had been trained in secular, not religious, institutions (these were mostly Islamic). There were unimportant differences between the genders in this regard at Bachelor level; at Higher, a larger proportion of men had graduated from religious colleges.Relatively more women than men were graduates of the I.K.I.P., or teacher training colleges, while the reverse applied in the case of the academies and institutes, often offering other vocational qualifications. Bachelor graduates from the IKIP had lower salaries than those from the universities and academies; higher graduates from the universities were better paid than those from the other institutions.The most popular degree subjects, at Bachelor level, were those useful for teaching and administration; and also economics (which includes accountancy). There were slight differences between the genders, the women tending to favour teaching subjects, the men those useful for other occupations. At Higher level, while the Social Sciences and Economics remained popular, Medicine and Law assumed greater importance. There were more pronounced differences between the genders in certain subjects. The Behavioural and Social Sciences, Economics, Agriculture, and Engineering were relatively more popular with the men; the reverse applied for Education and Medicine; choices perhaps in part reflecting traditional conceptions of professions open to men and to women.Among Bachelors, vocational subjects were associated with better chances of promotion to the upper salary grades. Higher degree subjects which performed a similar function were those more closely connected with government administration and tertiary teaching. In either case these subjects had been studied by only a minority of the sample.Over half the sample of Bachelors was engaged in either teaching or educational administration, with a further three in ten occupied with government. Nearly seven out of 10 women were employed in the former occupations; their other preference was for Medicine. At higher degree level there were relatively more men than women in general administration. While there was a higher proportion of women in education as a whole, this was not true for the tertiary level, where the proportions of the genders was very similar. Also, in contrast with the situation among Bachelors, there was a much higher proportion of men in Medicine and in the Judiciary. In passing, we note that the distribution of jobs held by graduates from Islamic institutions does not differ significantly from that of the general body of graduate officials.More than 50% of the Bachelors were employed by the Departments of Education and of Religion, with over a fifth in the major administrative departments of government. However, the differences between the genders were important. Three fifths of the women were employed by Education, as against two fifths of the men, and only one tenth of the women were to be found in government administration, against a quarter of the men.At Higher level, two fifths of the graduates were in either Education or Religion, but otherwise much more evenly distributed across departments. If anything, there was a higher proportion of women than of men to be found in all departments with the major exception of Health, and the minor one of Education, where the reverse applied. 相似文献
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ABSTRACTThe authors argue that there will be a critical mass of women in leadership positions in kinesiology and across higher education for substantial gender-based mentoring to take place in the 21st century. First, the current state of women in higher education leadership, trends in mentoring, and the reasons it is important for women who have aspirations to advance in their careers are examined. The authors argue that it is important to have access to gender-based guidance and support that are critical to successful leadership into the future. The authors advocate for a focused, purposeful type of mentoring supported by relational-cultural theory and narrative practice. Men will continue to be important mentors for women, but the authors argue that, at the same time, women also need to have access to the perspectives of other women who have forged the way into higher education administration. 相似文献
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秦启光刘剑虹 《宁波大学学报(教育科学版)》2016,(1):90-094
政府的强力推动,是我国农民教育培训发展的源动力,新型农民培训的政府管理体制便成为影响我国农民教育培训成效的显著要素。目前,农民教育培训的管理体制呈现部门结构失衡、政府体制错位、动态调控滞后的现状。结合我国新型农民教育培训的现实,在协调治理价值引导下,探索促进新型农民培训体制改革发展的思路。 相似文献
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Jerry Lapides 《欧洲师范教育杂志》1980,3(4):191-205
Lapides, J. “Teaching styles in adult education. An exploratory essay,” Revue ATEE Journal 3 (1980) 191‐205.
Two approaches to teaching styles are explored. The first is a static approach borrowed from management research and organizational development practice. In this approach teaching styles were derived from Maslow's hierarchy of needs. They were seen as the interpersonal styles of behavior with others, which grow out of people's needs. Seven teaching styles were identified and described. The second approach, in contrast with the life‐style approach, is based on the assumption that teachers can be trained in alternative styles. Mosston believes that everyone can change through learning and that teaching style is a learned characteristic. Seven styles from command to discovery have been identified and described. Suggestions for teacher training are included. 相似文献
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Joyce Coleman Nichols 《Innovative Higher Education》2004,28(3):219-229
Historically Black colleges and universities play a significant role in our nation's higher education system. Currently, there are 105 historically Black colleges operating in the United States. Over the years there have been many challenges for these institutions. Given the importance of these institutions, the purpose of this article is to explore and understand the leadership styles and management of the institutions and provide insight into how they might adapt their leadership styles to ensure that they not only survive but prosper. This article also highlights strategies suggested by former presidents of historically Black Colleges to ensure educational opportunities for African-American students and others. 相似文献
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This paper describes the recent history of distance higher education in Saudi Arabia with particular reference to the education of women. It compares the contribution to external study for women of the General Presidency of Girls' Education (GPGE) with the introduction of intisab (a system which allows individuals to pursue higher education without attending lectures) in three universities founded for men. It records the growing numbers of women wishing to enter higher education and the withdrawal of intisab from two universities in Riyadh. It identifies the limitations placed on women's higher education as compared with men's and notes the generally conservative attitudes to the role of women found in Saudi Arabia. It oudines discussions over the last 15 years, concerning an Arab open university, which have yet to result in action. Finally, it reports a recent survey which reveals strong support for an open university for women in Saudi Arabia. Such an institution would gready increase access for women to higher education while, at the same time, be compatible with Islamic custom concerning the segregation of the sexes and a woman's primary role as wife and mother. 相似文献
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Based on the hypothesis that learning preferences tend to vary over cultures, this study compared and contrasted the learning approaches and learning styles between Chinese and American pre-service teachers in an attempt to know more about the learning/teaching landscapes in these two countries as “teachers teach the way they learned” [Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they...can they...be matched? Educational Leadership, 36, 243, 238–244]. The results showed significant differences between the two groups in deep and surface-learning approaches as well as kinesthetic and visual learning styles. The underlying cultural backgrounds and social–economic factors accounting for the differences were discussed and the implications for teaching and learning enhancement in teacher education were explored. 相似文献
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Kenneth H. McCulloch 《Journal of Adventure Education & Outdoor Learning》2013,13(2):185-197
Abstract Case studies of the contemporary UK sail training movement are used to illustrate the competing expressions of purpose in this field. Two sail training organisations are described and a case study voyage under the aegis of each is presented. The differences between the approaches are analysed as “traditions” or ideologies, articulated through distinctive interpretations of power and contrasting approaches to participation in decision making. It is argued that choices regarding the type of vessel used and the voyages made are not neutral technical decisions but have ideological significance. In conclusion the application of such an analysis to other kinds of outdoor and adventure education is considered. 相似文献
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ABSTRACTThe study aims to move beyond idealised and predominantly trait-based typologies of leadership and leadership roles and addresses collegial leaders’ practice of change in higher education. Collegial leaders at two research-intensive higher education institutions, who had received educational leadership training, were studied. In the study, we explored ordinary actions and change practices as a way of understanding emerging practices among collegial leaders. Five categories were identified that show how collegial leaders experience change, process change and organise the practice of change. The article also contributes a critical discussion on the notions of collegiality in a consensus-seeking context, which may be relevant for academic developers, policy makers, and researchers alike. 相似文献
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In international education policy articulations by organisations such as the UNESCO, inclusive education is defined rather vaguely, usually in terms of human rights. Yet, national reception it is more or less taken for granted. Analyses of policy lending show that when national education traditions are not respected, the lack of clarity about the concrete form of inclusion is further augmented by resistance to a foreign import. Taking the example of the implementation of inclusive education in the Czech Republic, a secondary analysis of survey results on responses from teachers and parents is presented. This analysis contributes to a better understanding of the reactions of two groups of actors who have had only a marginal involvement in preparing the implementation of inclusion; specifically, teachers at ordinary schools and parents of pupils with special education needs. Teachers are critical of inclusion, which they regard as special care for individual pupils with special education needs. It is only in schools which have lengthy experience with integration that a transformation of the school culture and the teaching profession in the direction of greater teamwork has taken place. The imperative of inclusion coming from above is regarded more as interference with what is a spontaneous development. The view of parents to pupils with special education needs was that systemic support to inclusion was lacking. Parents are forced to be intermediaries between other actors, but often do not have enough information and are not respected by teachers as experts on their children. 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