Reimagining Academic Staff Governors' Role in Further Education College Governance

Autor/inn/en	Sodiq, Abdulla; Abbott, Ian
Titel	Reimagining Academic Staff Governors' Role in Further Education College Governance
Quelle	In: Research in Post-Compulsory Education, 23 (2018) 1, S.138-157 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sodiq, Abdulla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2018.1421017
Schlagwörter	Governance; Adult Education; College Administration; Board of Education Role; Administrator Role; Qualitative Research; Semi Structured Interviews; Questionnaires; Observation; Content Analysis; Operations Research; Foreign Countries; Case Studies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; College administrators; Hochschulverwaltung; Qualitative Forschung; Fragebogen; Beobachtung; Inhaltsanalyse; Ausland; Case study; Fallstudie; Case Study
Abstract	This paper aims to explore Academic Staff Governor (ASG) roles at three further education colleges in England. Uniquely, the research focuses on ASG activities, the understanding of ASG roles, and aspects of the role that can be reimagined, which may be of benefit to practising governors, particularly ASGs such as further education (FE) teacher governors. The study draws upon relevant literature to identify concepts related to governors' roles and activities. An interpretivist stance is used to collect predominantly qualitative data through a combined methods approach, and to engage with ASGs and external governors. During fieldwork, qualitative and quantitative evidence was analysed from semi-structured interviews, questionnaire responses, observations of governance meetings and governance documents. Findings suggest that ASGs' insiderness, their affiliation with other groups and decision-making circumstances may influence their governing activities. Activities rooted in operational settings such as professional-information giving were highly valued by other governors, while there were uncertainties about the benefit of having managerial staff as ASGs. There was evidence indicating uncertainty among the college staff regarding the role of an ASG in the colleges' boards. As a result of the study, to conceptualise an ASG's role in FE colleges, 'The 3 RaPs (Roles as Position/Perceived/Practice) Framework' for an ASG's role has been developed. The research recommends clear and specific role descriptions for ASG posts; action to allow more opportunities for ASGs to act as governors in order to transform the scope of the role. Finally, several recommendations are set out in order to address ASGs' insiderness, to promote ASGs' professional profiles in the FE sector and to improve the methodological approach for use in similar future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01