Teaching Development Leaders' Characteristics and Experiences of Success in Research-Focused Universities: Narratives of Constraint and Growth

Autor/inn/en	Kanuka, Heather; Holmes, Jason; Cowley, Summer
Titel	Teaching Development Leaders' Characteristics and Experiences of Success in Research-Focused Universities: Narratives of Constraint and Growth
Quelle	In: Journal of Further and Higher Education, 44 (2020) 2, S.258-272 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kanuka, Heather)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1529741
Schlagwörter	Foreign Countries; Leadership Qualities; Higher Education; Research Universities; Educational Administration; Barriers; Administrator Responsibility; Educational Quality; Teacher Competencies; Faculty Development; Cultural Differences; Teacher Education; Finland; Australia; Sweden; Norway; United States; Canada; United Kingdom (Scotland); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Führungseigenschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungseinrichtung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Quality of education; Bildungsqualität; Lehrkunst; Kultureller Unterschied; Lehrerausbildung; Lehrerbildung; Finnland; Australien; Schweden; Norwegen; USA; Kanada
Abstract	The purpose of this study was to extend an understanding of success experienced by leaders in teaching development units. Using a framework comprised of narratives of constraint, this qualitative study interviewed 38 academics in leadership roles from Finland, Australia, Sweden, Norway, the United States, Canada, Scotland, and England. Findings revealed three groups of leaders as follows. (1) Unit leaders with narratives of constraint experience tensions with senior academic administration, low expectations and influence, an immovable structure, and low perceived institutional value for teaching. They also experience a subjugated culture, striving towards being respected within their institutions. (2) Unit leaders with narratives of constrained growth work with the willing and are eager to work with those who support teaching initiatives. They describe their experiences of securing their units through teaching quality rhetoric and committee work. (3) Unit leaders with narratives of growth experience a supportive culture, describing themselves as proactive in their unit's successes with positive professional relationships. These unit leaders also experience a sense of agency, passion about their roles, persistence in achieving their vision, and focused on persuading colleagues that teaching is important. Teaching development unit leaders that experience success have a strong sense of agency and positive relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01