Authority, power and distributed leadership

Woods, Philip A.

doi:10.1177/0892020616665779

Cited by 47 publications

(52 citation statements)

References 22 publications

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“…Third, interactions between individuals are needed to determine who leads and who follows (e.g. DeRue and Ashford, 2010;Woods, 2016). These characteristics form the starting point for conceptualising formal and informal leaders' actions and interactions in establishing distributed leadership.…”

Section: Towards Distributed Leadershipmentioning

confidence: 99%

Towards distributed leadership in vocational education and training schools: The interplay between formal leaders and team members

Bouwmans¹,

Runhaar²,

Wesselink³

et al. 2017

Educational Management Administration & Leadership

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Complex educational innovations in vocational education and training (VET) schools require teamwork and distributed leadership so that team members are enabled to contribute based on their expertise. The literature suggests that distributed leadership is affected by formal leaders' and teachers' actions, but how their actions affect distributed leadership remains largely unknown. Our study, examining what kind of actions affect distributed leadership within VET teacher design teams (TDTs) working on educational innovations, helps to fill this knowledge gap. Individual interviews and group interviews were conducted with three formal leaders (team leaders) and thirteen members of five TDTs from one VET school. These interviews were analysed using thematic analysis. Regarding formal leaders' actions, results showed that team leaders created opportunities for distributed leadership in TDTs, but also set boundaries by, for instance, limiting the scope and making decisions. Regarding teachers' actions, results indicated that TDT members established leader-follower relationships through team learning processes. Furthermore, it was found that distributed leadership in teams changed according to the different phases of the educational innovation. Overall, this study shows that hybrid leadership configurations existed, in which team leaders and teachers played a central role in establishing distributed leadership in teams, and the study indicates that distributed leadership in teams depends on team members' expertise, time and context.

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Section: Towards Distributed Leadershipmentioning

confidence: 99%

Towards distributed leadership in vocational education and training schools: The interplay between formal leaders and team members

Bouwmans¹,

Runhaar²,

Wesselink³

et al. 2017

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…Given our interest in power (Woods, , ; Woods & Roberts, ), we were particularly aware of the need to break down potential role‐based status and authority barriers within our participant groups. We saw ourselves working to an emancipatory agenda, with the research process itself offering participants a degree of agency in what was revealed.…”

Section: Collage Within the Arts‐based Research Fieldmentioning

confidence: 99%

Theorising the value of collage in exploring educational leadership

Roberts

Woods

2018

British Educational Res J

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This article contributes to theorising the value of collage as a methodological approach. It begins with a discussion of the methodological difficulties of exploring hidden meanings and individual experience through the research process. The illuminative potential of arts-based methodologies in qualitative research is then investigated. The article makes the case for the specific advantages of using collage to explore the experience of leadership, through a discussion of two collage-based studies. It proposes a variant of the 'think aloud' process, used in conjunction with collage, as a route to producing deep understandings of the multiple ways in which leadership is experienced and understood as a social process. The argument is made that collage enables the accessing and sharing of profound levels of experience not accessible through words alone, and considers the impact of the physicality of collage on its potential to release these profound insights. A five-stage process for the analysis of collage is then set out. The article concludes by offering a theory of the value of collage as a methodological approach to exploring experiences of leadership, through use of the concepts of physicality, wholeness and participant agency.

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“…Interest in Higher Education leadership and management research has grown over the past decades (Tight 2012), driven by an increasingly performative government agenda (Deem andBrehony 2005, Ball 2013). While there is debate about theoretical models of leadership (Woods 2016), leadership characteristics (Lumby 2012) and leadership behaviour (Bryman 2007), methodological approaches are not always addressed in depth. Tight (2012) makes the point that it is not always easy to discern a clear methodological approach in higher education research, while Lumby (2012:2) considers that:…”

Section: Introductionmentioning

confidence: 99%

Practice-focused, Constructivist Grounded Theory Methodology in Higher Education Leadership Research

Jarvis¹

2018

Theory and Method in Higher Education Research

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A growing body of education research considers practices, however there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.

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Authority, power and distributed leadership

Cited by 47 publications

References 22 publications

Towards distributed leadership in vocational education and training schools: The interplay between formal leaders and team members

Towards distributed leadership in vocational education and training schools: The interplay between formal leaders and team members

Theorising the value of collage in exploring educational leadership

Practice-focused, Constructivist Grounded Theory Methodology in Higher Education Leadership Research

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