Leadership in higher education

Abstract

Background: Cognitive Muscular TherapyTM (CMT) is an integrated behavioural intervention developed for knee osteoarthritis. CMT teaches patients to reconceptualise the condition, integrates muscle biofeedback and aims to reduce muscle overactivity, both in response to pain and during daily activities. This nested qualitative study explored patient and physiotherapist perspectives and experiences of CMT.Methods: Five physiotherapists were trained to follow a well-defined protocol and then delivered CMT to at least two patients with knee osteoarthritis. Each patient received seven individual clinical sessions and was provided with access to online learning materials incorporating animated videos. Semi-structured interviews took place after delivery/completion of the intervention and data were analysed at the patient and physiotherapist level.Results: Five physiotherapists and five patients were interviewed. All described a process of changing beliefs throughout their engagement with CMT. A framework with three phases was developed to organise the data according to how osteoarthritis was conceptualised and how this changed throughout their interactions with CMT. Firstly, was an identification of pain beliefs to be challenged and recognition of how current beliefs can misalign with daily experiences. Secondly was a process of challenging and changing beliefs, validated through new experiences. Finally, there was an embedding of changed beliefs into self-management to continue with activities. Conclusion:This study identified a range of psychological changes which occur during exposure to CMT. These changes enabled patients to reconceptualise their condition, develop a new understanding of their body, understand psychological processes, and make sense of their knee pain.

Integration: is it the key to effective implementation of the EFQM Excellence Model?

“…This perhaps lends some support to the views of Harvey (1995), Moeller and Sonntag (2001) and Davies et al (2001) who saw teamwork as a potential barrier to quality improvement initiatives in higher education.…”

Internal branding in universities and the lessons learnt from the past: the significance of employee brand support and transformational leadership

“…Moreover, higher education institutions should pay more attention to the quality of leadership, due to the changes in government policies which give universities more responsibility and authority (Askling et al, 1999) and the increase of competition in the higher education sector, which encourage universities to act in a more business-like manner (Davies, Hides & Casey, 2001). …”

Leadership and the ATHE

“…This is especially true for those in higher education performing arts. However, in a modern, toilsome, and fickle economic, political, and social climate, organizational leaders can no longer simply be appointed in a "first among equals" manner (Black, 2015;Davies, Hides, & Casey, 2001). Amey (2006) implores, "there is little doubt that the leaders who are needed to guide postsecondary institutions in tomorrow's complex environments have to think about their work differently than did their predecessors" (p. 58).…”