Leading Learning and Teaching: An Exploration of "Loca"' Leadership in Academic Departments in the UK

Autor/in	Irving, Kate
Titel	Leading Learning and Teaching: An Exploration of "Loca"' Leadership in Academic Departments in the UK
Quelle	In: Tertiary Education and Management, 21 (2015) 3, S.186-199 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1080/13583883.2015.1033452
Schlagwörter	Foreign Countries; Leadership Role; Universities; Longitudinal Studies; Instructional Leadership; Ethnography; Semi Structured Interviews; Grounded Theory; Research Methodology; Case Studies; Governance; Community Control; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Instruction; Leadership; Bildung; Erziehung; Führung; Ethnografie; Research method; Forschungsmethode; Case study; Fallstudie; Case Study; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Großbritannien
Abstract	This paper reports on a small-scale longitudinal study of "local" leadership roles at two UK universities. The research explored perceptions of the leadership provided by a specific group of staff who held roles for enhancing learning and teaching. Based on ethnographic design principles, the study was based at one UK higher education institution with another as a comparator. Data were collected through semi-structured interviews and focus groups with "local" leadership role-holders and their colleagues. Semi-structured interviews were conducted with academic managers. Analysis of the data was based on grounded theory and thematic analysis. The discussion and conclusion suggests that, to maximize the impact of these roles, the leadership aspects of them should be made explicit, recognized by colleagues at all levels and supported by leadership development. Further investigation into local leaders' career progression may provide valuable insights for the relatively limited body of knowledge and practice of leadership within professional teams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01