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1.
In South Africa the challenges facing the post-school vocational education system are daunting. There is a lack of coherence, resulting in fragmentation of the system. A Training Needs Assessment Study commissioned in 2014 revealed several major academic challenges facing college leadership. The most pressing issues were poor leadership and management skills and challenges facing lecturers in various aspects of teaching and learning, amongst which were blatant shortcomings in their capabilities to meet the competencies required for effective lecturing. This realisation led the researchers to hypothesise that ineffective and fragmented leadership and management practices may be to blame for this state of affairs. The researchers wondered whether an integrated and focused leadership model aimed at distributing ownership for student achievement should be implemented to produce better results. The overarching research question was: What are the main stumbling blocks in improving National Certificate: Vocational (NC(V)) students’ performance at technical and vocational education and training (TVET) colleges; and how can a distributed instructional leadership approach be conceptualised to address the problems at institutional level? A qualitative research approach was used, which was mainly inductive, providing a clear understanding of the participants’ views and capturing their perceptions in their own words. A phenomenological design was used as strategy of inquiry. The findings created an awareness for considering collaboration and the distribution of powers and capabilities to bring about a shared leadership vision in the quest for challenging poor performance at institutional level in a sector that is in dire need of positive outcomes. 相似文献
2.
《Journal of Further & Higher Education》2012,36(3):305-316
Abstract In 1993 all institutions designated by the government as ‘further education providers’ were removed from local authority control (under the provisions of The Further and Higher Education Act 1992). All such colleges are now responsible for institutional self‐management, a task which, in the context of the current post‐16 education environment, presents a number of challenges. Allied to a range of government generated targets, further education (FE) institutions find themselves subject to increasingly intense competition from their perceived local rivals. This is significant because a substantial proportion of college funding is based upon student recruitment (as well as the retention upon and the completion of programmes by students). Thus, there is an inevitable emphasis placed upon competing for the available student cohort. At the same time the FE sector is also subject to wider government measures, including the ongoing capital expenditure cuts for the sector introduced in the 1995 Budget. In the context of considerable external influence and growing competition, many FE colleges are consequently exploring alternative strategies for coping with a complex and uncertain environment. In particular, a growing number of institutions have examined a merger strategy as a response to the pressures within the sector. By 1998, it has been suggested that 100 FE colleges will disappear due to college mergers. It would therefore appear that integration between institutions is at least being explored by a number of colleges, whilst it has been undertaken by a small number of other providers of FE. The main focus of this article is to examine the motives of colleges seeking to merge with another FE institution, to identify the advantages and disadvantages associated with such a strategy and to explore the important issues for institutions involved in the merger process. The article is a preliminary study of college mergers within FE and will initially note that the FE market is fundamentally different to an unrestricted, free market. In the context of government regulation it will be asserted, using a resource‐dependence model, that colleges are locked into a financial dependence upon the government. In turn, the government is then able to demand that specific criteria are pursued across the FE sector. On this basis, it will be noted that the merger is an increasingly prominent strategic option for those institutions responding to this financial dependence. Given the nature of the FE market, the established resource dependence and the characteristics of FE colleges, the article will subsequently examine the perceived advantages and disadvantages derived by institutions pursuing a merger strategy. This will then be extended to embrace an examination of the key management issues that colleges will encounter when considering integration. The article will therefore be of interest to academics and practitioners focusing on the nature of the external environment and markets in the public sector, the response of FE colleges to markets, competition and the government, and those examining mergers as a strategic option. 相似文献
3.
《Africa Education Review》2013,10(1):15-27
Abstract This article focuses on the need for a leadership model for the effective management of Further Education and Training (FET) colleges in the Gauteng Province. The research was motivated by the call for sound leadership in FET colleges that are grappling with the challenges of merging. A literature study showed that the study of leadership is interdisciplinary, covering a vast terrain, which encompasses the political, corporate, educational and human service domains. In 1994 the South African government inherited a fragmented, segregated and bureaucratic education system providing poor quality education. The necessary reform of the FET sector has placed enormous pressure on FET college leadership. A qualitative approach was used for this study to provide explanations for a need for effective leadership models for FET colleges. A case study of a newly merged college was chosen by purposeful sampling, and data collected by means of document analysis, individual interviews and observation. The research concludes with recommendations and a proposed leadership model for effective management of FET colleges. 相似文献
4.
Gareth Parry 《Higher Education Quarterly》2003,57(4):308-337
One of the distinctive features of the English encounter with mass higher education has been the uncertain and ambiguous role of further education colleges as providers of undergraduate education. Both before and during the major expansion that marked the shift to a mass scale of higher education in England, the higher education offered by colleges in the further education sector was commonly regarded as a residual or ancillary activity; its courses mostly at levels below the first degree and its growth in numbers among the slowest in higher education. In the period that followed, these same colleges were accorded a special mission in the delivery of short‐cycle undergraduate education and, through their involvement in foundation degrees, were expected to lead a large part of the expansion in future years. The elevation of this provision, from a zone of ‘low’ or no policy to one of ‘high’ policy, has coincided with a radical reform of the planning, funding and quality arrangements for post‐compulsory education. Under conditions less than favourable to the achievement of their higher education goals, colleges remain the responsibility of one administrative sector and higher education institutions the responsibility of another. 相似文献
5.
Kathryn Ecclestone 《Educational studies》1994,20(2):155-166
Interest in professional development based on competence‐based education and training (CBET) is growing. Competence models undoubtedly pose some important, constructive challenges to traditional arrangements for developing knowledge and expertise at all occupational levels. However, CBET's impact goes far beyond this. Its processes profoundly affect how teachers and learners view learning, assessment and the purposes of education itself. CBET is also symptomatic of wider changes in notions about ownership, pluralism and breadth in post‐compulsory education and training. It therefore poses a profound and forceful ideological challenge to particular educational values, and to the way teachers approach their professional role. This article uses post‐16 teacher education as a focus for exploring some of these wider effects. It reviews recent critiques of CBET and argues that many are preoccupied with attempting to improve its efficiency at the expense of examining the wider political and ideological context in which it is being implemented. In order to counter the drift towards a narrow utilitarian curriculum in all sectors of the post‐compulsory system, analyses of CBET will need to show its powerful effect on some important democratic traditions in learning and education. This would provide the basis for a more coherent model of professional development than the limited and fragmented choices currently on offer. 相似文献
6.
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
7.
Heather Davis 《Journal of Higher Education Policy & Management》2014,36(4):371-382
This paper locates ‘leadingful leadership literacies’ as a lens for considering changing contexts for leadership and work in higher education management. It makes a contribution to higher education leadership studies by offering an empirical account of expanded notions of leadership. These extend the field beyond those unwilling to critique managerialist knowledge claims. I will argue that not only managerialist practices per se are of concern as we face discontinuous change in the sector – changes which move well beyond rationalist truth claims – but that these remain largely unchallenged and have moved into spaces that should be (re)claimed by leadership. 相似文献
8.
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
9.
《师资教育杂志》2012,38(4):425-440
This paper investigates how teacher education programmes provide adequate preparation for its prospective teachers. It uses adult numeracy teacher education in the post‐compulsory education sector in England as exemplar. Using findings from two research projects on adult numeracy teacher education courses, the article investigates the applications of Bernstein's theories to teacher education, the approaches in which the diversity of prospective teachers is catered for on the course, the ways in which the recontextualization process may be incorporated into the course, the strategies to enable prospective teachers to learn to be teachers and the perception of prospective teachers regarding the weaknesses of their courses. Finally, this article mentions additional areas for research in order to gain further insight into the complex process of learning to be a teacher. 相似文献
10.
Patrick Ainley 《教育政策杂志》2013,28(4):559-573
This paper examines the ‘Learning Society’ goal espoused by the new Labour government and inherited from preceding Conservative administrations. Section one notes the wide‐ranging consensus on this Learning Society target. Agreement reaches further than education and training (learning) policy to include other areas of policy associated with the proposed reform of the welfare state. Whether the social and administrative changes under previous Conservative governments ‐ changes that can be conceptualized in different ways the paper briefly indicates ‐ amount to the end of the welfare state is discussed in section two. The position of post‐compulsory or ‘lifelong’ learning in relation to compulsory or ‘foundation’ learning in the new ‘post‐welfare’ or Contracting State is then discussed in section three. Contradictions in New Labour's programme of modernizing lifelong learning are exposed. In conclusion, the question is posed how far a New Labour government will be prepared to reverse previous Conservative substitution of the market for representative democracy in the new type of Contracting State, or whether it will merely extend and further consolidate it. Throughout, evidence is presented, particularly from post‐compulsory education and training, to argue that the new government is bent upon pursuing the latter option. 相似文献
11.
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
12.
13.
《Journal of Further & Higher Education》2012,36(3):403-413
Abstract In this article I explore some aspects of the apparent ineffectiveness of the post‐compulsory education sector to consistently promote high levels of achievement. I examine a selection of concepts and strategies emanating from the school effectiveness and improvement movement and propose that certain of these are potentially transferable with positive benefits. The self‐improvement, or quality enhancement, trends discernible since incorporation within the the colleges are briefly reviewed. The case is made for the augmentation of these by the importation of key ideas from school‐based studies and innovations, and particular attention is drawn to the sharp contrast between the wealth of these and the dearth of research to date on college effectiveness. 相似文献
14.
发展学生领导力是美国大学通识教育的应有之义.本文结合当代领导理论,评析在通识教育中发展大学生领导力的学理基础,概要介绍美国大学生领导教育在课程设置与实施、组织与管理方面的做法,并在此基础上简析美国大学生领导教育对我国的启示. 相似文献
15.
David Mahony 《高等教育研究与发展》1990,9(1):7-20
Australia is now moving into a unitary system of higher education following the current merger of the advanced education sector with the universities. As Australia will be without a non‐university higher education alternative, the resultant institutions are appropriately termed comprehensive universities. This article examines government policies which resulted in this extensive restructuring and discusses inadequacies in the conceptualisation of the post‐Dawkins university. Responses to the prospect of nationwide amalgamations and the ways in which they are being carried out are also discussed. Reference is made to the main challenges which will confront the new comprehensive universities.
Some have called the new changes in Australian higher education “a revolution”, a characterisation which is not altogether hyperbolic. 相似文献
16.
《Journal of Further & Higher Education》2012,36(2):171-182
Initial teacher training for post‐compulsory education in England is currently undergoing profound change in terms of central direction of curricula and the provision of financial support for trainees. Within a discourse of the ‘professionalisation’ of teaching in the sector, unprecedented control of the detailed structure and content of training courses has been established and is increasing in extent. At the same time, principles of free access to Cert. Ed. and PGCE courses are being set aside, so that those universities which provide training are simultaneously contending with imposed curriculum change and with a serious threat to student recruitment. This article examines the origins and nature of these developments, considers the political and economic background from which they stem, and discusses in detail some features of the characteristic discourse of the reforms instituted by central government. It goes on to consider the likely effects of the recent and on‐going changes in university‐led training and suggests that the outcome of the reforms might be to undermine the government's own aspirations for professionalisation of the teaching workforce in post‐compulsory education. 相似文献
17.
Kaye Eldridge Lisa Larry Jeanette Baird David Kavanamur 《Asia Pacific Journal of Education》2018,38(1):78-90
Tertiary education in Papua New Guinea (PNG) is in a critical state, as the sector struggles to address increased demand for student places with severely curtailed capacity. Recent thinking about improving public services in PNG has emphasized “whole of sector” or collaborative governance. Such an approach in tertiary education has the potential to improve the sector’s outcomes within its existing resource constraints. This exploratory paper examines the challenges involved in applying a deliberate collaborative governance approach to tertiary education in PNG. In particular, two theoretical models of collaborative governance are employed to gain insight into possible issues through the consideration of four main criteria: power, incentives, history, and leadership. The paper shows that the challenges to introducing collaborative governance to PNG tertiary education are substantive, and that any effective effort will require committed leadership and a carefully measured strategy that acknowledges the country’s particular circumstances. 相似文献
18.
Emotion is a growing focus for contemporary thinking about leadership in public policy and corporate arenas. In British education systems, three imperatives are evident: the idea that transformation is essential; leadership succession in crisis; and, more recently, that leaders must be able to run organisations that address the emotional well-being of staff and students. Viewed as a key outcome of schooling, its importance is mirrored in school leadership, especially professional development. This article considers whether this represents a step-change in leadership development praxis or is, instead, an invasive form of emotional engineering redolent of long-established orthodoxies of control and domination. If so, it is argued, leadership development as the advocacy of emotional acumen presents moral technology as a new form for intervening in leaders' emotional selves, thereby distracting them from addressing fundamental aspects of education for which they are primarily responsible. 相似文献
19.
Ron Keamy 《School Leadership & Management》2016,36(2):151-168
Creativity in teaching and leadership continues to be a topic of interest in education. This article focuses on comments made by a school’s leadership team as part of a larger study in which a mixed methods case study design involving the school’s leadership team and staff who taught Arts (either as specialist teachers or generalist classroom teachers) was used. The research took place in a 6-year-old Preparatory Year to Year 9 (P-9) school in a growth corridor in metropolitan Melbourne. Staff members in the school provided responses to a questionnaire, participated in focus group discussions and were invited to maintain journals during the course of the study. Comments made by members of the school’s leadership team are analysed in this article using perspectives of pedagogical leadership and relational power. The article finds that the school's leadership team models and encourages experimentation with new ideas across the school as the team promotes the development of collaborative professional learning approaches in their relatively young school. The article concludes that professional learning communities (PLCs) within the school will be well-placed to pursue the collaborative approaches modelled by the school’s leadership team to ensure that a school-wide focus on student learning continues. 相似文献
20.
The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice. 相似文献