A conceptual approach for blended leadership for tertiary education institutions

Jones, Sandra; Harvey, Marina; Lefoe, Geraldine

doi:10.1080/1360080x.2014.916469

Cited by 33 publications

(15 citation statements)

References 25 publications

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“…However, hypothesis three (H3), which checked the positive effect of the institutional environment on the motivation for applying blended learning, displayed a strong positive relationship between the right facility/policy in the institutional environment with instructor motivation towards blending. This finding is also in agreement with previous studies by Reid (2014), Stacey and Gerbic (2008), Buchanan et al (2013), Calderon et al (2012), Johnson et al (2016, Jones et al (2014), and Porter and Graham (2015), in which these authors state decisions regarding infrastructure and institutional support as vital motivators among instructors towards BL practice. The technological readiness of the institutions is an important factor in promoting BL practices.…”

Section: Discussionsupporting

confidence: 93%

Blended learning motivation model for instructors in higher education institutions

Ibrahim

Nat

2019

Int J Educ Technol High Educ

105

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Currently, blended learning (BL) is trending among higher education institutions (HEIs) around the globe. Despite its popularity, no model exists that describes the motivation that affects instructors' opinions and beliefs regarding online learning. Therefore, the purpose of this study is to identify the factors responsible for motivating instructors at HEIs to integrate the BL approach into their courses. Two categories of motivational factors, namely, extrinsic and intrinsic, have been identified in the BL literature. These factors have been used to design a motivation model based on the cause-effect relationship between them. Survey data were collected from 362 HEI instructors in Turkey and North Cyprus for analysis using a structural equation modelling method. The results indicated that both extrinsic and intrinsic motivational factors have a significant impact on the instructors' motivation to apply the BL approach. However, the extrinsic factor, i.e., "academic workload", did not influence the instructors' motivation. In general, the findings confirmed that, the consideration of both extrinsic and intrinsic factors for motivating the application of blended learning has a 79% impact on the adoption of BL. The findings of this study provide practical solutions for educational managers, curriculum designers and faculty members towards creating a cohesive BL environment in HEIs.

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Section: Discussionsupporting

confidence: 93%

Blended learning motivation model for instructors in higher education institutions

Ibrahim

Nat

2019

Int J Educ Technol High Educ

105

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“…As the concept of leadership is broadly explored in school leadership research (Harris, 2008;Mayrowetz, 2008;Mifsud, 2016;Spillane, Halverson & Diamond, 2007;Tian, Risku & Collin, 2016;Woods, Bennett, Harvey & Wise, 2004) which explored higher educational institutions such as Bryman (2009), Creanor (2014), Harkin and Healy (2013), Jones, Lefoe, Harvey and Ryland (2012;2014a;2014b).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between distributed leadership practices and academic optimism among faculty members in Northern Border University

Alenezi

2018

Pegegog

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The current study aimed to explore the relationship between distributed leadership practices (DLP) and academic optimism (AO) among faculty members, to identify the predictive validity of distributed leadership dimensions of academic optimism, and to identify the effects of gender in DLP and AO. DLP scale and AO scale were used as the instruments for the study. For the data analysis, Pearson’s correlation, multiple regression analyses, and paired sample t-test were used. The results showed that there is a significant positive correlation between DLP and AO. Available leadership opportunity was the best predictor to AO. There were not any significant differences between males and females in DLP and AO.

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“…Organisational ecosystems are emerging, borrowing from biological models, to be used metaphorically by organisations to "explain the emergence and evolution of organisations and human systems as organisational ecosystems" [27,28]. Basing the conceptual ecosystem on the tenets of a distributed leadership approach [29,30] was considered appropriate given that a distributed leadership approach has been used to explore new frameworks for leadership in health [31][32][33][34][35][36] and has also been used to underpin research into new forms of collaboration and participation in the provision of residential aged care. Indeed it has been described as having the potential to "enhance interprofessional teamwork, collaborative decision making, and 'whole resident' care" [37].…”

Section: Methodsmentioning

confidence: 99%

“…Building on earlier Australian research into a distributed leadership approach in higher education [29,30], a conceptual ecosystem consisting of six tenets was designed, with the aim of exploring its application in developing integrated pathways to healthy ageing :…”

Section: Methodsmentioning

confidence: 99%

Integrated Pathways to Healthy Ageing (PHA): A Conceptual Ecosystem

Vindigni

Jones²

2020

Preprint

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Background Ageing is commonly accompanied by an associated increase in the prevalence of chronic musculoskeletal, metabolic and mental health conditions that affects physical capacity and overall decline in quality of life. To date, most health interventions have been monodisciplinary and monomodal, with a relatively narrow focus and loci of impact. What is now being advocated is more interdisciplinary health promotion measures for the attainment of healthy ageing. This paper reports on an empirical intervention designed to integrate chiropractic and osteopathic services with medical and physiotherapy services in an Australian Residential Aged Care facility. It replaces the traditional cause-effect linear focus with a conceptual ecosystem and identifies an action framework to underpin the design of effective actions to facilitate Integrated Pathways to Healthy Ageing. Methods A qualitative multi-method research approach was chosen that included a case study of a real-time intervention, utilising a modified action research methodology combined with interpretive data analysis. This enabled the experience of change to be planned and actioned while, at the same time, being observed and reflected by a project team established for this purpose. The interpretive analysis by the project team members was based on a conceptual ecosystem based on six tenets of a distributed leadership, collaborative and participative, leadership approach. Results The findings confirmed the applicability of the six tenets of the conceptual ecosystem for an integrated approach to aged health care. This led to the formulation of a holistic approach termed a Conceptual Ecosystem of Integrated Pathways to Healthy Ageing together with a conceptual Ecosystem Action Framework.Conclusions The paper concludes that the conceptual Ecosystem can be used to effectively integrate chiropractic and osteopathic services with medical and physiotherapy services to action more holistic, synergistic Integrated Pathways to Healthy Ageing. While further research is required, the authors propose that the conceptual ecosystem and associated action framework can form the basis of actions needed to develop more collaborative approaches to integrate a greater range of health services into multi-disciplinary, multi modal pathways to healthy ageing.

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A conceptual approach for blended leadership for tertiary education institutions

Cited by 33 publications

References 25 publications

Blended learning motivation model for instructors in higher education institutions

Blended learning motivation model for instructors in higher education institutions

The Relationship between distributed leadership practices and academic optimism among faculty members in Northern Border University

Integrated Pathways to Healthy Ageing (PHA): A Conceptual Ecosystem

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