Educational leadership roles for the development of learning organizations: Seeking scope in the Greek context

2019 ◽  
pp. 1-13
Author(s):  
Asimina Papazoglou ◽  
Manolis Koutouzis
Keyword(s):  
Educational Leadership ◽  
Learning Organizations ◽  
Leadership Roles

scholarly journals Understanding race and educational leadership in higher education

2018 ◽  
Vol 32 (4) ◽  
pp. 192-200 ◽  
Author(s):  
Jason Arday
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Career Trajectory ◽  
Senior Leaders ◽  
Organizational Barriers ◽  
The United Kingdom ◽  
Leadership In Higher Education ◽  
The Uk

The dearth of representation regarding Black and Ethnic Minorities (BME) in senior educational leadership roles within higher education (HE) has become a salient issue as egalitarian notions associated with equality and diversity continue to be contradicted by university institutions, despite increased calls for greater diversification. Educational leadership in higher education within the United Kingdom (UK), particularly when aligned to the primacy of race, remains oblivious to some of the organizational barriers encountered by BME academics attempting to navigate a career trajectory towards senior leadership. The diversification of senior leaders within the Academy in the UK has increasingly become an issue that, although prevalent, has stagnated owing to the lack of visible BME senior leaders and penetrative change to address the disparity regarding recruitment and promotion of more BME academics to leadership hierarchies. This article draws on a collective biography methodology, which will utilize narratives from three BME academics in senior leadership positions within higher education in the UK, in an attempt to illuminate the challenges that saturate the Academy, concerning leadership opportunities and career pathways for BME academics. The issues drawn upon identify synergies between constructions of race and leadership, whilst considering the interplay between these two vehicles when situated within a higher education context.

scholarly journals Building Pathways: Nurturing a Female Generation of School Leaders in China

2019 ◽  
pp. 1-24
Author(s):  
Lixia Qin ◽  
Mario Torres ◽  
Jean Madsen
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Women's Leadership ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Educational Management ◽  
Traditional Gender Roles ◽  
Changing Practice ◽  
Dominant Society ◽  
Feminist Perspectives

International feminist perspectives recognize the continuing inequalities of power between men and women across all classes (Adler & Israeli, 1988; Alston, 2000; De la Rey, 2005). In China’s male-dominant society, for example, women often have been inhibited from pursuing leadership positions (Wiseman, Obiakor & Bakken, 2009). Further, women’s access to leadership positions is constrained within many social sectors (Cooke, 2005). In school settings, there is no doubt that women have greatly contributed to the changing practice of educational management in China since 1980s ( Zhong & Ehrich, 2010). However, despite recent changes, women are still vastly underrepresented in educational leadership positions due to a variety of reasons, such as their adherence to traditional gender roles (Coleman, Qiang & Li, 1998). One particular reason that has been drawing increasing attention across the world is the lack of appropriate training and guidance in young women’s leadership (Su, Adams & Miniberg, 2000; Cooke, 2003; Barnett, 2004; Chen, 2005). This paper probes in greater depth one of the most important, yet largely overlooked aspects in the educational leadership of China – women’s leadership roles in education and young women’s leadership preparation.

The Barriers, Facilitators, and Solutions for Women in Educational Leadership Roles in a Chinese University

2020 ◽  
Vol 9 (1) ◽  
pp. 5-24
Author(s):  
Xintong Lu
Keyword(s):  
Educational Leadership ◽  
Gender Equity ◽  
Research University ◽  
Leadership Roles ◽  
Female Leaders ◽  
Male And Female ◽  
Chinese University ◽  
Facilitating Factors ◽  
Underrepresentation Of Women

Abstract Although women are considered to be dominant contributors in the field of education, underrepresentation of women in educational leadership is still a pervasive issue. The situation may be more critical in the Asian Chinese context, wherein the male-dominated tradition of the feudal system has been prevalent for thousands of years. This article examines the barriers faced by women in educational leadership roles in a Chinese university, and the facilitators of female educational leadership. The case study was conducted using qualitative methods, involving interviews with both male and female leaders. The findings present a range of barriers that women in the research university are now facing, facilitating factors, and ways to solve the issue. Addressing the importance of recognising the underrepresentation of women in Chinese universities also has the aim of promoting gender equity in educational leadership.

Voice Dispossession and Attributional Accommodation for Career Persistence

2022 ◽  
pp. 39-54
Author(s):  
Tricia J. Stewart ◽  
Robin Throne ◽  
Lesley Anne Evans
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Educational Leadership ◽  
Gender Equity ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Leadership Roles ◽  
Women In Higher Education ◽  
Female Leaders ◽  
Gender Parity

This chapter presents the results of a systematic review to analyze the current research since 2019 for voice dispossession as attributional accommodation among women in higher education leadership. The authors sought to quantify and categorize these attributes to better identify the verbal and nonverbal accommodations made by women in higher education leadership to extend prior critical review of gender parity and equity for these leaders. Study findings may inform higher educational leadership to better understand voice dispossession among female leaders and the resulting attributional accommodations made to improve gender equity and parity for leadership roles in higher education.

scholarly journals Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education

2020 ◽  
Vol 12 (24) ◽  
pp. 10354
Author(s):  
Mutlu Uygur ◽  
Burak Ayçiçek ◽  
Hikmet Doğrul ◽  
Tuğba Yanpar Yelken
Keyword(s):  
Educational Leadership ◽  
Inclusive Education ◽  
Structured Interview ◽  
Faculty Members ◽  
Teacher Education Programs ◽  
Administrative Staff ◽  
Leadership Roles ◽  
Positive Effects ◽  
Integration Of Technology

This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.

Universities as inclusive learning organizations for women?

2018 ◽  
Vol 25 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Patricia Gouthro ◽  
Nancy Taber ◽  
Amanda Brazil
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Learning Organizations ◽  
Education Sector ◽  
Leadership Roles ◽  
Content Type ◽  
Inclusive Learning ◽  
Academic Faculty ◽  
Critical Feminist ◽  
The Impact

Purpose The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector. Design/methodology/approach Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles. Findings It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education. Originality/value The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector.

scholarly journals Collaborative school leadership in a global society: A critical perspective

2018 ◽  
Vol 47 (5) ◽  
pp. 663-677 ◽  
Author(s):  
Philip A Woods ◽  
Amanda Roberts
Keyword(s):  
Educational Leadership ◽  
Teacher Leadership ◽  
School Leadership ◽  
Leadership Roles ◽  
Critical Perspective ◽  
Leadership Practice ◽  
Critical Reflexivity ◽  
The Everyday ◽  
Challenges And Opportunities ◽  
International Teacher

In the context of evolving global challenges and opportunities, this article explores the kind of leadership that moves beyond the philosophy of dependence which pervades many of the everyday assumptions of educational leadership practice. The article argues for educational leadership that places relational freedom, self-determination, and critical reflexivity as the driving aim of distributed leadership by teachers, students and others in non-positional leadership roles. A project arising from the International Teacher Leadership initiative is examined in order to offer practical illustration.

scholarly journals Torchbearers Forging Indigenous Pathways: Transcending the Forces of Wétiko

Genealogy ◽  
2020 ◽  
Vol 4 (4) ◽  
pp. 106
Author(s):  
Rose Borunda ◽  
Amy Murray ◽  
Isabel Acosta ◽  
David Gutierrez
Keyword(s):  
Educational Leadership ◽  
Indigenous People ◽  
Cultural Trauma ◽  
Leadership Roles ◽  
Indigenous Culture ◽  
Literal Translation ◽  
Educational Degree ◽  
Identity Labels

Wétiko is a Cree term whose literal translation is cannibalism, an act of violent aggression. This term encapsulates the divisive forces that have infected the Americas for over 500 years, resulting in generational cultural trauma, and dehumanization of all who are subjected to its modern manifestations. It is analogous to an oppressive pandemic whose symptoms include racism, xenophobia, self-hatred, and despair. Despite the persistent forces of Wétiko that marginalize descendants of American Indigenous people, Xicanx are emerging in educational leadership roles and in professional positions that require the highest educational degree, the doctorate. The perseverance of these forerunners, which is fueled by a desire to promote equity, testifies to their will to overcome historically grounded subjugating forces. These forces include identity labels in which the Indigenous culture has been erased and extinguished, but is now reclaimed within the identity of the term Xicanx. Xicanx Torchbearer voices provide insight to the challenges they face as they enter, occupy, and engage within spaces in which they were previously excluded. Evident in the narratives of these Xicanx professionals who now hold highly regarded credentials is the resurgence of Indigenous orientations that counter the violence and aggression of Wétiko.

scholarly journals Coaching Technology to Prepare Candidates for Leadership Roles in a Variety of Educational Settings

2021 ◽  
Vol 12 (1) ◽  
pp. 201-222
Author(s):  
Marianna Shvardak
Keyword(s):  
Educational Leadership ◽  
Professional Education ◽  
Effective Leadership ◽  
Practical Importance ◽  
Leadership Roles ◽  
Educational Management ◽  
Managerial Decisions ◽  
Educational Environments ◽  
Key Competencies ◽  
Key Terms

In the article the key terms including “coach”, “coaching”, “coaching technology” used in the area of educational leadership are investigated. The purpose, tasks and types of coaching in the educational management are determined. The coaching algorithm as a technology targeted at unlocking the potential of university faculty and staff is explained. The emphasis is placed on the use of coaching principles that ensure effective leadership. The immense potential that coaching technology provides for the educational leadership is considered. The role of master programs that offer specialized training for future leaders in different educational environments is outlined. In order to stimulate professional education, leader’s ability to make ethical managerial decisions, develop responsibility, confidence in their own capabilities, the ways of implementing coaching technology in higher education are substantiated. The key competencies and masteries that educational leaders have to acquire are outlined. Today’s schools lack experienced leader that can ensure stability and growth. To understand the problems and challenges that schools in Ukraine are facing, principals in two regions of Ukraine have been served regarding their awareness of the term “coaching” and its practical importance for the effective educational management. It is argued that coaching as a strategy to ensure effective leadership is considered to be a powerful resource for any educational setting. The framework of coaching treats each and every employee as a unique, creative personality, able to independently solve a number of tasks, take initiative, make choices, and realize goals.

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