Focusing the Kaleidoscope: Exploring Distributed Leadership in an English University

Autor/inn/en	Floyd, Alan; Fung, Dilly
Titel	Focusing the Kaleidoscope: Exploring Distributed Leadership in an English University
Quelle	In: Studies in Higher Education, 42 (2017) 8, S.1488-1503 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Floyd, Alan) ORCID (Fung, Dilly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1110692
Schlagwörter	Interviews; Online Surveys; Foreign Countries; Mixed Methods Research; College Faculty; Leadership Role; Institutional Mission; Universities; Administrative Organization; Professional Identity; College Administration; Mentors; Administrator Role; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Ausland; Fakultät; University; Universität; College administrators; Hochschulverwaltung; Lehrerverhalten; Großbritannien
Abstract	In the UK and elsewhere, the idea of "distributing leadership" in universities is becoming more popular. Yet, there is surprisingly little research on this topic. This paper reports on a funded study which explored how one institution had implemented a newly conceived "distributed" leadership model, specifically to investigate the impact of the model on the academics who had taken on the new leadership positions within the university. The study adopted an exploratory, sequential mixed methods design with in-depth interviews (n = 30) being undertaken first, followed by an online survey (n = 177). The findings suggest that the challenge of "distributed leadership" in universities is complex on a number of levels: the plurality of the institutional mission; the diversity of possible leadership/management roles; the challenge of effective communication; and the effects of traditional academic values and identities, which may support but may also be antithetical to the strategic direction of the institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01