Educational Leadership

Are leaders born or bred?

by Nigel Newton

Published in TES Newspaper on 9 June, 2006

What makes a great leader in education? Can Principal academies transform college management?

Are the... more What makes a great leader in education? Can Principal academies transform college management?

Are the unsung leaders of education not the teachers?

De onderzoeksvaardigheden van docenten in het Hbo: het perspectief van de managers

by Didi M.E. Griffioen

Article in review at Tijdschrift voor Hoger Onderwijs
Co-authored with Katelijne Boerma

De direct leidinggevende in het hoger beroepsonderwijs speelt – net als de docent – een centrale rol in... more De direct leidinggevende in het hoger beroepsonderwijs speelt – net als de docent – een centrale rol in onderwijsinnovatie. De manager bepaalt via het aannamebeleid de kenmerken van een docentteam en creëert de voorwaarden waaronder (onderzoek in het) onderwijs plaatsvindt (Geijsel, Meijers, & Wardekker, 2007; Moolenaar, Daly, & Sleegers, 2010). Ook heeft de leidinggevende vaak een stem in de vormgeving en de inhoud van het curriculum.
De focus in dit artikel ligt op deze leidinggevenden in het hbo. Als een vervolg op het onderzoek van Griffioen en De Jong (2009, in druk) rapporteert dit artikel de verwachting van leidinggevenden in het HBO ten aanzien van wat docenten zouden moeten kunnen op heb gebied aan onderzoeksvaardigheden.

The last judgement: exploring intellectual leadership in higher education through academic obituaries

by Roy Chan

Co-authored

The literature on leadership in higher education is focused mainly on senior academic leaders with managerial roles.... more The literature on leadership in higher education is focused mainly on senior academic leaders with managerial roles. It largely excludes informal and distributed forms of intellectual leadership offered by full professors among others. This article explores the concept of intellectual leadership using academic obituaries. A total of 63 obituaries were collected from Times Higher Education published between 2008 and 2010. These identify the importance of personal characteristics and academic achievements in the formation of reputation. Four elements of intellectual leadership are suggested, linked to academic obituaries: a passion for transformation, possessing a balance of personal virtues, a commitment to service, and overcoming adversity. Despite the limitations of obituaries, it is argued that they provide a valuable and under-utilised ‘last judgement’ on intellectual leadership.

İlköğretim ve Ortaöğretim Kurumlarında Görev Yapan Okul Yöneticilerinin İşkoliklik Eğilimleri/ Workaholic Tendencies among School Administators Employed in Primary and Secondary Schools

by Salih BARDAKCI

Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing

by Stanislav Roudavski

Cite as: Roudavski, Stanislav (2012). 'Estranged-Gaze Pedagogy: Probing Architectural Computing through Multiple Ways of Seeing', in Beyond Codes and Pixels: Proceedings of the 17th International Conference on Computer-Aided Architectural Design Research in Asia, ed. by Thomas Fischer, et al. (Chennai, India: CAADRIA), pp. 659–668

This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital... more This paper discusses the challenges of teaching architectural design theory in a world transformed by the digital revolution. Design is changing in dramatic ways and architecture is changing with it but a well-defined body of knowledge that can serve as a foundation for digital architectural design has – as yet – not been established. Relevant concepts, methods and precedents originate in many fields that are typically well beyond the scope of reading suggested to (or encountered by) students of architecture. This material is highly dynamic, often contradictory and, typically, of varying quality. Presenting this developing body of knowledge to students is a difficult challenge. A suitable pedagogical approach ought to reflect the heterogeneous and volatile nature of the contemporary design discourse enabling critical analysis of existing design practices, evidenced defence of one’s own creative work and successful communication with many heterogeneous stakeholders.

Keywords: critical pedagogy; digital architectural design; architectural theory; architectural education.

Lim, C.P., Chai, C.S., & Churchill, D. (2011). A framework for developing pre-service teachers’ competencies in using technologies to enhance teaching and learning. Educational Media International, 48(2), 60-83.

by Cher Ping LIM

This paper presents a framework for developing pre-service teachers’ competencies in using technologies to enhance... more This paper presents a framework for developing pre-service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (a) Vision and Philosophy; (b) Program; (c) Professional Learning of Deans, Teacher Educators and Support Staff; (d) ICT Plan, Infrastructure, Resources and Support; (e) Communications and Partnerships; and (f) Research and Evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre-service teachers’ competencies in generating technology- enhanced teaching and learning.

Lim, C.P., Chai, C.S., & Churchill, D. (2011). A framework for developing pre-service teachers’ competencies in using technologies to enhance teaching and learning. Educational Media International, 48(2), 60-83.

by Cher Ping LIM

This paper presents a framework for developing pre-service teachers’ competencies in using technologies to enhance... more This paper presents a framework for developing pre-service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (a) Vision and Philosophy; (b) Program; (c) Professional Learning of Deans, Teacher Educators and Support Staff; (d) ICT Plan, Infrastructure, Resources and Support; (e) Communications and Partnerships; and (f) Research and Evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre-service teachers’ competencies in generating technology- enhanced teaching and learning.

Preparing Leaders for Adaptive Challenges Faced in Schools Oriented Toward Common Good

by Alexander Hoffman

Co-authored with Ellie Drago-Severson and Patricia Maslin-Ostrowski. Paper to be presented at the annual meeting of the American Educational Researchers Association, April 2011. New Orleans, Louisiana.

This paper reports on a mixed-method multi-site investigation into how faculty report their programs’ help develop... more This paper reports on a mixed-method multi-site investigation into how faculty report their programs’ help develop leaders’ capacities to meet today’s challenges. We investigated educational leadership programs at two large public universities through an online survey. Commonly cited challenges included diversity, social justice, accountability and standardized testing. There were notable differences in how the two faculties rated their programs in various dimensions by importance, emphasis and effectiveness. As earlier phases of our research have shown, leaders’ challenges are a blend of technical and adaptive challenges. Understanding what educational programs do is inherently difficult because they do so many different things, but we think our emerging approach can yield important insight.

Leading Schools in Our Changing World: Employing Adult Learning and Interpersonal Leadership for Adaptive Challenges

by Alexander Hoffman

Co-authored with Ellie Drago-Severon & Patricia Maslin-Ostrowski. Paper presented at the annual meeting of the American Educational Researchers Association, May 2010; Denver, Colorado.

This interview and survey study investigated how 74 practicing educational leaders who have completed or are enrolled... more This interview and survey study investigated how 74 practicing educational leaders who have completed or are enrolled in a university leadership preparation program identify and cope with various and multiple challenges in their leadership practice. Challenges named were dominated by compliance and accountability issues and how to motivate people to produce more with inadequate economic resources. Leaders incorporated adult development and learning into their approach to dealing with challenges. We found that the technical and adaptive (Heifetz) aspects of leadership are important, especially when one considers the phases and components of how leaders respond to challenges they face. An understanding of technical vs. adaptive work and knowledge of adult development and learning are recommended to be an integral part of leadership preparation and development.

In one voice: Faculty and principals call for new possibilities in leadership preparation

by Alexander Hoffman

Co-authored with Ellie Drago-Severson and Patricia Maslin-Ostrowski. Paper presented at the American Educational Research Association Annual Meeting, April, 2009. San Diego.

Resisting fragmentation in educational leadership: Calling for a holistic approach to professional practice and preparation

by Alexander Hoffman

Co-authored with Ellie Drago-Severson and Patricia Maslin-Ostrowski. Paper presented at the annual meeting of the University Council for Educational Administration, October 2008. Orlando, Florida.

The paper presents survey research that examines how educational leadership capacity is developed by university... more The paper presents survey research that examines how educational leadership capacity is developed by university programs and by practicing school administrators in the U.S. and internationally, and the influence of external mandates. To face adaptive challenges, we must more holistically support leadership development that builds on adult learning principles and the social-emotional dimensions of leadership in our preparation programs and in professional development that occurs at the school site.

Mentoring and Coaching Rural School Leaders: What Do They Need?

by Heather Duncan

Quadrants of Ethics: A Review of the New DEEL

by Tim Stafford

With the increased growth of online instruction, a large burden is put in the instructor to deal with a growing number... more With the increased growth of online instruction, a large burden is put in the instructor to deal with a growing number of ethical issues that are surfacing as a part of the e-learning environment. However, this burden is exacerbated by the fact that much of the time the institution itself refuses to take a defined role in the solvency of these issues and so an ethical dilemma is quickly mounted that significantly affects the role of the instructor and can have ramifications in regards to their personal rights, especially in the area of privacy (Storey & Tebes, 2008). Story and Tebes go on to outline a model that will help to address these issues by extrapolating principles from the heart and core of the New DEEL (Democratic Ethical Educational Leadership) ideology which is quickly becoming a catalyst to dismantling the philosophies that have driven the traditional face to face classroom and forcing the educational institution to adopt new ideologies and philosophies that will provide support for program sustenance and longevity (Storey & Tebes, 2008, p. 2). This is especially true in the realm of the online instructor.

Routine Resistance and the Absence of Trust: First Tier Managers in Further Education

by Damien Page

This paper presents findings from a study of first tier managers in four Further Education colleges as they attempt to... more This paper presents findings from a study of first tier managers in four Further Education colleges as they attempt to manage perpetual change within a context of performativity and mistrust. Drawing on Prasad and rasad’s (1998) categorisation of routine resistance, the research revealed a wide range of resistant strategies from lecturers against ever increasing  control and surveillance. First tier managers, trusting of lecturers yet distrustful of senior managers, faced the dilemma of colluding with resistance to maintain cooperation or challenging the behaviours and risk becoming the target rather than the audience of routine resistance. This paper also presents evidence of the resistance of managers themselves. In a role that is highly contested, elastic and poorly defined, first tier managers were found to be highly agentive in their own resistance to the immediate gratification needs of senior managers: principled dissent, exploitation of forgetfulness, manipulation of data and cognitive escape were seen not just as resistance but methods of getting through each day. This paper concludes that despite the demonisation of critical opinions in the lifelong learning sector, resistance in further education, far from contravening the principles of academic citizenship, is a form of educational fundamentalism and an attempt to prioritise learners in the face of financial and managerial imperatives.

Moving Beyond Being Nice: Teaching and Learning about Social Justice in a Predominantly White Educational Leadership Program

by J M Marshall

co-authored with George Theoharis
Marshall, J. M., & Theoharis, G. (2007). Moving beyond being nice:  Teaching and learning about social justice in a predominantly White educational leadership program. Journal of Research on Leadership Education, 2(2), 1-31.

This article describes activities, discussion questions, and readings from a required educational foundations course... more This article describes activities, discussion questions, and readings from a required educational foundations course in an educational leadership preparation program at a predominantly White Midwestern university. The course is designed to move future educational leaders beyond their inherent “niceness” to a sense of social justice in their schools. Strategies and implications are discussed.

Seven insights for university leaders

by Marcia Devlin

Marcia Devlin, Georgia Smeal, Rick Cummings and Margaret Mazzolini

Numerous change forces are currently impacting on Australian higher education leadership through technology, mass... more Numerous change forces are currently impacting on Australian higher education leadership through technology, mass education, increased student diversity, sector growth, increased competition, changes to funding, changes in expectations and an increased focus on standards. The research that underpins this succinct guide was undertaken to determine ‘what works’ in terms of university leadership of teaching and learning in such a context. Drawing on the reflections, experience, knowledge and learning of leaders and staff in 22 Australian universities, as well as relevant literature, the research has determined seven insights on such leadership. These insights relate to: institutional strategic alignment; symbolic and fiscal support; workload management; the reduction of tensions; research and scholarship; coordinated support structures; and mechanisms to recognise and reward excellence.

Extended schools as a vehicle for community learning

by Julia Everitt

Submitted in January 2009 as part of the MA Education.

It is clear the delivery of this agenda is ambitious. Schools have economic and social importance to communities, but... more It is clear the delivery of this agenda is ambitious. Schools have economic and social importance to communities, but this agenda requires ‘visionary’ leadership. The government acknowledges the ‘challenge’ but informs schools’ locations at the ‘heart’ of their communities, indicates a geographical location primed for success.

Evaluating the role of school partnership models in embedding extended services

by Julia Everitt

Dissertation 2011

The government’s vision of an extended school has meant that a range of activities and services, outside of the normal... more The government’s vision of an extended school has meant that a range of activities and services, outside of the normal school day, have been accessible through school sites, by a range of recipients, for several years since the concept was adopted. The vision was government funded, which encouraged schools to work collaboratively with other schools and partners, to provide ‘access’ to these services. This meant that not all schools had to offer the full range on their site, but could signpost accordingly within the network of partners that was created.

However, the sustainability of this new way of collaborative working to provide services though schools was under question, in the event that the government funding which assisted to deliver this vision was to be reduced. In response, within the education sector, a range of current partnership models were being promoted, as a way forward, to sustain the collaborative approach to the delivery of extended services.

Could the formation of schools into a social enterprise or other structure be the answer, to the maintenance of services in the wake of funding cuts?

Governing the 'new administrative frontier': 'Cohering' rationalities and educational leadership in British Columbia Co-author Andre Mazawi

by Michelle Stack

Stack, M., & Mazawi, A. (2009). New administrative frontiers” as “technologies of governance: The discursive construction of educational leadership in British Columbia. Management in Education, 23 (4), 71 - 77.

Leadership Models

by Beth Calvano

Abstract
The study of leadership has born many leadership approaches and theories. Four of those theories are the... more Abstract
The study of leadership has born many leadership approaches and theories. Four of those theories are the “Great Man” theory, Kouzes and Posner’s leadership theory, Yukl’s Multiple-Linkage Model, and Bass’ transformational theory. These theories have similarities and differences. Leadership theories have progressed over the past century to become a comprehensive view of an effective, contemporary leader. Old leadership theories can be built upon and modified to respect the changing leadership climate.