Principals speaking: managerialism and leadership in further education

Lumby, Jacky; Tomlinson, Harry

doi:10.1080/13596740000200073

Cited by 29 publications

(32 citation statements)

References 4 publications

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“…C OLLEGE PRINCIPALS face difficult challenges in leadership because of the ambiguity of the educational enterprise and the negative attitudes of some educators toward the notion of managing education and managerialism (Lumby and Tomlinson, 2000;Holloway, 1999;Green, 1981;Lewis, 1989;Bensimon, 1989;Birnbaum, 1992;Grossman, 1992). With the increasing challenges and complexity of the academic environment, college leaders are looking to develop personal characteristics, such as managerial skills, that might help them be more effective (McFarlin, Crittenden, and Ebbers, 1999;Lewis, 1989;Grossman, 1992).…”

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confidence: 96%

“…With the increasing challenges and complexity of the academic environment, college leaders are looking to develop personal characteristics, such as managerial skills, that might help them be more effective (McFarlin, Crittenden, and Ebbers, 1999;Lewis, 1989;Grossman, 1992). Furthermore, several researchers have argued that academic institutions are beginning to resemble traditional organizations (Lappas, 1997;Grossman, 1992;Lewis, 1989) and that college leaders are increasingly required to demonstrate accountability for results (Lumby and Tomlinson, 2000; SALA McFarlin, Crittenden, and Ebbers, 1999;Fisher and Tack 1990;Lewis, 1989). Among other things, academic leaders struggle with enrollment, attrition rates, and increased costs (Grossman, 1992).…”

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confidence: 98%

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Leadership in education: Effective U.K. college principals

Sala¹

2003

Nonprofit Mgmnt & Ldrshp

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confidence: 96%

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confidence: 98%

Leadership in education: Effective U.K. college principals

Sala¹

2003

Nonprofit Mgmnt & Ldrshp

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“…generating the many inclusion practices that arose both formally and informally within the colleges), a point highlighted by others (e.g. Lumby and Tomlinson, 2000), but this agreement could break down around the bureaucracy and data collection associated with college-wide systems of monitoring achievement.…”

Section: Mediation Management Style and Professionalismmentioning

confidence: 99%

“…The outcome was a complex mix of institutional self-interest; ethical behaviour; conflict and agreement, reflecting subtle relations identified by previous research on FE (e.g. Randle and Brady, 1997;Shain and Gleeson, 1999;Lumby and Tomlinson, 2000;Bathmaker 2005). …”

Section: Mediation Management Style and Professionalismmentioning

confidence: 99%

Mediation, translation and local ecologies: understanding the impact of policy levers on FE colleges

Spours

Coffield

Gregson

2007

Journal of Vocational Education & Training

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This article reports the views of managers and tutors on the role of policy 'levers' on teaching, learning, and inclusion in colleges of Further Education (FE) and, now, the Learning and Skills Council (LSC). Furthermore, the size and diversity of these institutions also present analytical challenges and opportunities. We are able to observe how the eight learning sites within four colleges, have responded to the demands of the external environment (e.g. national policy, the regulatory regimes of the LSC and local contexts) and how, as large institutions, they 'translate' these external demands into institutional plans. We can also see how within the institution, policy levers interact with a range of other factors -national, local and institutionaland go through a complex 'mediation' process to produce cultures, systems and practices that affect learning and inclusion. The managers were mainly from college departments or sections, responsible for the eight Level 1 and 2 courses that constituted these learning sites. However, we were able to interview principals or vice principals from each of the colleges who provided insights as to how large institutions position themselves in relation to the contexts of national pressures and local environments. For a fuller account of the research approach and the context of the sector, see the introductory paper in this collection . While we have focused on a very small sample of the total number of FE colleges in England, we felt it necessary to tease out the intricate ways in which colleges both 'mediate' and 'translate' national policy. process by which a range of actors interact with policy. In this paper we focus, in particular, on actors at the level of the FE college. From a system and policy-making perspective, we also use the term 'policy mediation' to look at what happens to policy as it travels through the different levels of the LSS and through different stages of the policy process. Translation is used to refer to specific interpretative acts by either professionals or policy-makers within the general process of mediation. These terms are elaborated further in Section 4. CHALLENGES FROM NATIONAL POLICY AND LOCAL ECOLOGIESAn analysis of events in the 13 years since the Incorporation of FE colleges reveals both continuity and change and the continuities are as significant as the changes. What has changed since 2001 is that FE colleges in England have moved from being exclusive members of a discrete national college sector to becoming part of an expanded LSS. Whilst they, like other major players, broadly accepted the idea of a unified LSS , some senior managers in our study complained that, unlike the FEFC, the LSC did not really understand colleges or how they 3 operated. They also felt that LSC policy was highly directive yet, at the same time, unstable. Colleges reported that they had to cope with instabilities resulting from changes in national priorities, targets and funding, while at the same time, responding to a repertoire of other policy lever...

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“…Many scholars follow Ball (2007: 186) in asserting that 'it is economism which defines the purpose and potential of education', and argue that managerialism is universal and irresistable in post-compulsory education (eg Randle and Brady 1997, Gleeson and Shain 1999, Lumby and Tomlinson 2000, Deem, Hillyard and Reed 2007). Elliott's (1996) study of further education lecturers in the period following incorporation, on the other hand, found that they 'could draw upon a repertoire of strategies to thwart attempts to impose external systemic and specific changes that they perceived to be at variance with their core values ' (1996: 7).…”

Section: Notesmentioning

confidence: 99%

Critical practice leadership in post-compulsory education

Elliott¹

2013

Educational Management Administration & Leadership

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This article questions why leaders in post-compulsory education tend not to view leadership research positively or utilise it in improving their practice. Drawing on the theoretical literature of educational management and leadership, and the current political and economic context of post-compulsory education, it proposes a new direction of critical practice leadership informed by advanced practitioner research. Challenging assumptions about leadership practice and leadership research creates opportunity for an ethical and practical perspective for leadership practitioners, and a distinctive contribution to the field of leadership theory and research by resisting the false dualism between theory and practice.

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Principals speaking: managerialism and leadership in further education

Cited by 29 publications

References 4 publications

Leadership in education: Effective U.K. college principals

Leadership in education: Effective U.K. college principals

Mediation, translation and local ecologies: understanding the impact of policy levers on FE colleges

Critical practice leadership in post-compulsory education

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