From academic leader to chief executive: altered images?

Loots, Catriona; Ross, John W.

doi:10.1080/0309877032000161797

Cited by 4 publications

(5 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In an interdisciplinary environment involving researchers, course designers, trainers, and sector practitioners, we feel that patterns of leadership like those presented earlier provide a common ground for further dialogue. Unlike, semi-structured interviews, or questionnaires, the gathering of ethnographic data including interviews, but also observational methods, the collection of documents, diary studies and other methodological tools, can provide rich descriptions of practice which may challenge the status of leadership, and in doing so reveal a more complex world of work that practitioners in this part of the public sector must manage but for which few have been formally trained to cope with (Goddard-Patel & Whitehead, 2000;Loots & Ross, 2004). The sharing of stories of practice as patterns, we suggest, provides one method for researchers, trainers and practitioners to critically examine the nature of leadership in practice and reflect on the skills and work that practitioners engage in, rather than idealized or prescriptive visions of what that work is or should be.…”

Section: Discussion: Patterns and The Shock Of The Familiarmentioning

confidence: 99%

“…In particular, this has produced a 'customer-driven' approach to further education where entrepreneurial ideologies challenge more traditional and increasingly outmoded notions of teaching and learning, including the professional autonomy of teaching staff (Ball, 2003;Goddard-Patel & Whitehead, 2000). Instead, in order for colleges to thrive they are adopting the language and presentational practices of business (Loots & Ross, 2004). As we have seen in the above example, one key element of this is the engineering of new cultures, systems and technologies that promote, practise and present these new managerial and customer-focused philosophies (Kerfoot & Whitehead, 1998;Randle & Brady, 1997).…”

Section: Pattern 1: the Public Face Of Leadershipmentioning

confidence: 99%

See 1 more Smart Citation

Leadership Refrains: Patterns of Leadership

et al. 2006

View full text Add to dashboard Cite

This article considers issues of leadership and leadership development by reflecting on the notion of the refrain as pattern. Drawing on our research of leadership within UK further education (FE) we examine how tracing ‘patterns of leadership’ can provide an insight into the practical accomplishment of leadership in FE as everyday ‘ordinary’ work. In an era of increased change and uncertainty about the character of leadership within the sector, we use our ethnographic data and interdisciplinary backgrounds to consider leadership development as essentially a design problem through adopting and adapting the notion of patterns that emerge in the architectural work of Christopher Alexander and the organizational studies of Tom Erickson. In doing so we point to the comforting effect of both the refrain and the pattern to repeat, return, renew, react, refine, reconstruct and resolve. We conclude by suggesting some of the ways in which the documenting and describing of such patterns of leadership can be used as ‘teachable moments’ for the design and deployment of programmes of leadership development and training.

show abstract

Section: Discussion: Patterns and The Shock Of The Familiarmentioning

confidence: 99%

Section: Pattern 1: the Public Face Of Leadershipmentioning

confidence: 99%

Leadership Refrains: Patterns of Leadership

et al. 2006

View full text Add to dashboard Cite

show abstract

“…Most senior managers had been teachers themselves once but with little history of a collegial culture and the shifting identities of principals there was no real shared discourse, which further exacerbated the differences (Loots and Ross 2004). These were difficult tensions to reconcile but by no means quite as schismatic as some of the earlier research in the late 1990s would suggest (Simkins and Lumby 2002;Briggs 2004a).…”

Section: Leadership Of Further Education In Great Britainmentioning

confidence: 92%

“…Nevertheless it has been reported that few senior leaders in British FE have formal management qualifications and there have been few professional development programmes and little research into what contributes to effective leadership development (Loots and Whelan 2000;Loots and Ross 2004). One study investigated the relationship between leadership and leadership development of 10 leading FE institutions (Muijs et al 2006).…”

Section: Leadership Competencies and Their Developmentmentioning

confidence: 98%

A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

Crossman

Cameron

2014

Research in Post-Compulsory Education

View full text Add to dashboard Cite

Vocational education and its leadership is an important sphere of economic activity worldwide and is being impacted by several trends including: the increasing significance and centrality of skills development in today's economies; economic trends associated with globalisation (internationalisation of education and emergence of global labour markets); and demographic trends resulting in ageing populations and workforces. Leadership in vocational education contexts is crucial to the economic success of this sector. The aim of this paper is to provide a comparative thematic review of the research and literature on leadership in vocational education between the USA, Great Britain and Australia posed by the research question, 'What are the key leadership issues facing vocational education and training sectors in the USA, Great Britain and Australia?' This study contributes to the research and literature by identifying key impact factors for vocational education leadership in these nations over the last 13 years. Results from the comparative review established the following three key issues: a concern over equity and diversity; the importance of change management; and leadership skills and their development. Although leadership competencies are the subject of some debate there appears to be a broad consensus that leaders are developed not only by formal courses, but more importantly by on-the-job experiential learning. The future development of leaders within vocational education is discussed in relation to the implications for policy and practice, and suggestions for future research are provided.

show abstract

“…Ramsden (1998) reflects that 'Partly the resentment is due to a lack of shared discourse: the methods and concepts have been introduced in a way that runs against the tide of academic values and expression' (p. 29) and even the lack of a shared discourseincluding the unwillingness to accept alternative vocabulariesindicates the existence of an ideology as defined by Eagleton (1994). Loots and Ross (2004) counter this by suggesting that the practice of managerialism is more a function of language than politics and that 'the evidence points more to discourse variation as the major source of tension rather than ideology' (p. 33).…”

Section: Conflicts Between Managerialism and Academic Freedommentioning

confidence: 99%

Free to manage? A neo-liberal defence of academic freedom in British higher education

Miller

2013

Journal of Higher Education Policy and Management

View full text Add to dashboard Cite

Much of the rhetoric opposing managerialism in higher education can be ascribed to philosophical and political objections to the neo-liberal ideology which is alleged to underlie the phenomenon. This paper approaches managerialism from a different direction, addressing it within a neo-liberal framework. The paper argues that there is no intrinsic reason why support for a neo-liberal philosophy should equate with a belief in the need for managerialism in higher education. In particular, the author argues that neo-liberalism values freedom above other principles and that managerialism curtails academic freedom through control, instrumentalism and ideology and that, in all of these respects, it is counter-liberal. The paper concludes by suggesting an alternative approach to higher education which would enhance the importance of academic freedom within a neo-liberal policy framework.

show abstract

From academic leader to chief executive: altered images?

Cited by 4 publications

References 9 publications

Leadership Refrains: Patterns of Leadership

Leadership Refrains: Patterns of Leadership

A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

Free to manage? A neo-liberal defence of academic freedom in British higher education

Contact Info

Product

Resources

About