scholarly journals ACADEMIC LEADERSHIP IN THE CONTEXT OF NEOLIBERALISM

2017 ◽  
Vol 34 (1) ◽  
pp. 5-21
Author(s):  
Lisa Barnoff ◽  
Ken Moffatt ◽  
Sarah Todd ◽  
Melanie Panitch
Keyword(s):  
Social Work ◽  
Academic Leadership ◽  
Faculty Members ◽  
Relationship Building ◽  
Leadership Roles ◽  
New Managerialism ◽  
Resource Managers ◽  
Directors Of Schools ◽  
The University ◽  
Schools Of Social Work

Driven by neoliberal principles, new managerialist demands for austerity and accountability are reshaping the practices of directors of Canadian schools of social work. In this paper, we discuss research that aimed to clarify how directors of social-justice-oriented social work schools engage in academic leadership in the context of new managerialism. We were especially interested to know how this engagement affects them. Our data come from five interviews and one focus group with five directors of schools of social work in Canada. Four themes emerged from the data: directors’ fight for resources; directors as agents for resource management; directors as ‘buffers’ to shield their faculty from stresses associated with resource cuts; and resistance through relationship-building. Pushed to act as resource managers, directors’ efforts are largely unknown and sometimes unappreciated by faculty members. Our findings will be useful to professional schools negotiating their future in the university system, especially at a time when social work faculties struggle to motivate individuals to take on leadership roles. Overall, the findings of this study help clarify the nature of leadership practices in schools of social work, contributing to a better understanding of the current situation, the requirements of leadership, and how to support leadership.

scholarly journals Expected to be mother: Women’s experiences of taking on leadership roles in the academy

2020 ◽  
Vol 1 (2) ◽  
pp. 59-67
Author(s):  
Beth R Crisp
Keyword(s):  
Social Work ◽  
Gender Equity ◽  
Senior Management ◽  
Leadership Roles ◽  
Women Academics ◽  
Scholarly Literature ◽  
Women's Experiences ◽  
Management Roles ◽  
The University ◽  
Mothering Role

For women academics, the gendered university places expectations not experienced by their male colleagues. In particular, scholarly literature includes many instances of expectations that female scholars, particularly those in management roles, will take on a motherly role within the academy. These occur even in female-dominated professions such as social work.  This paper identifies four groups within the university who expect women academics to adopt a mothering role: students, staff and colleagues, senior management, and in some instances women themselves. This paper draws together this literature in the hope that it brings into public some of the often covert expectations experienced by many female academics, and argues that gender equity cannot be achieved while expectations of mothering remain unrecognised.

John Maxwell, 2002

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Early Career ◽  
International Social Work Education ◽  
Indigenous Literature ◽  
The Caribbean ◽  
Work Education ◽  
The University ◽  
Schools Of Social Work

This chapter contains a brief biography and transcript of an interview with John Maxwell, a leader in Caribbean social work education who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 2002, for his contribution to international social work education. For 35 years, he led social work education at the University of the West Indies, Mona Campus, in Jamaica, following an early career in youthwork and community development. Seeking to improve the academic and professional standing of social work, he was involved in significant curriculum development, concerned to shift it from a clinical to a community focus and established practice education firmly with good agency supervision. Lack of indigenous literature led him to play a role in the creation of the Caribbean Journal of Social Work. International links expanded the horizons of social work in the Caribbean.

scholarly journals Civic Professionalism: Using Service Learning to Educate Social Work Students as Citizens

10.18060/1315 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Tracey Kathleen Burke
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Civic Education ◽  
Social Work Students ◽  
Community Partnership ◽  
Civic Learning ◽  
Work Education ◽  
The University ◽  
Civic Professionalism ◽  
Schools Of Social Work

Schools of social work have put considerable energy into civic engagement and community partnership. Despite the attention paid to the civic mission of the university and/or of the profession, however, very little attention has been paid to the civic education of social work students. It will be argued here that social work education must include discussions about citizenship and democracy, about participating in our communities apart from our work. Service learning, with its emphasis on civic learning and a complementary focus on social justice, provides both a lens and a pedagogy for accomplishing this.

The Impact of Psychological Combustion on the Performance of University and Higher Education Teachers

2018 ◽  
Vol 2 (3) ◽  
pp. 220-247
Author(s):  
Ruaa Ahmed Ibrahim
Keyword(s):  
Psychological Health ◽  
Assistant Professor ◽  
Academic Leadership ◽  
Faculty Members ◽  
Academic Leaders ◽  
Guidance Programs ◽  
Work Pressure ◽  
Moral Training ◽  
The University ◽  
The Impact

The aim of the research is to identify the impact of psychological combustion on the job performance of university and higher institutes teachers through a study of analytical by the same academic leaders at the University of Tikrit, The research was based on the analytical descriptive method and the use of the psychometric scale and the performance scale. The research found a number of results, namely that the most academic leadership positions whose performance is affected by the levels of psychological combustion is the head of the department, and that the academic leadership in the practical colleges is the most affected by the performance of the levels of psychological combustion. Also, the female academic leaders are affected by their performance at higher levels of combustion Psychological leadership, and that academic leaders have the degree of assistant professor is affected by its performance more levels of psychological combustion, and that the academic leaders married is affected by their performance more levels of psychological combustion, and that academic leaders The age group of 30 to 40 years is the most affected by the performance of the levels of psychological combustion, and academic leaders with years of experience less than 20 years are affected by their performance more levels of psychological combustion. The research recommended that work should be done to improve the professional and social conditions of academic leaders and faculty members in colleges and higher institutes, and to prepare preventive and guidance programs that help reduce the feeling of work pressure and health monitoring of academic leaders and faculty members to ensure their health and psychological health. The faculty and raise their morale with rewards and incentives, both material and moral, training and qualification of academic leaders and faculty members to increase their ability to think creatively and how to manage time and exploitation Its best possible exploitation.

Harriet Jakobsson, 2000

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
Social Work ◽  
International Development ◽  
Social Work Education ◽  
International Association ◽  
Leadership Roles ◽  
International Social Work Education ◽  
Rights Of The Child ◽  
Strong Focus ◽  
Work Education ◽  
Schools Of Social Work

This chapter contains a biography of Harriet Jakobsson, a leader in Swedish social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 2000, for her contribution to international social work education. She fulfilled roles in social work education in Lund and Örebro universities and worked with refugees and with children in Africa and Asia, including leadership roles with the United Nations High Commission for Refugees, and the Swedish International Development Commission. She contributed to the development of social work education in Lebanon as a professor of social. Her work with children reflected a strong focus on the rights and voice of children, promoting the UN Convention of the Rights of the Child.

scholarly journals Experiences With Imposter Syndrome and Authenticity at Research-Intensive Schools of Social Work

2021 ◽  
Vol 21 (2/3) ◽  
pp. 354-373
Author(s):  
LaShawnda N. Fields ◽  
Renee M. Cunningham-Williams
Keyword(s):  
Social Work ◽  
Black Women ◽  
Code Of Ethics ◽  
Sense Of Self ◽  
Women Faculty ◽  
Faculty Members ◽  
Social Work Faculty ◽  
Academic Settings ◽  
Schools Of Social Work ◽  
Black Women Faculty

TThere is little known about the experiences of Black women in schools of social work, specifically those situated within research-intensive (R-1) Carnegie-designated institutions. Experiences of imposter syndrome and authenticity often result in negative experiences and poor professional outcomes for Black women in academia. This study explores Black women social work faculty members’ sense of self through the prisms of imposter syndrome and authenticity. Social work is of particular interest in that it espouses a code of ethics and core values of service that if applied to the cultures within these schools, Black women may have more equitable experiences. This article presents qualitative findings from nine in-depth interviews with Black women faculty members at R-1 universities. Findings revealed that Black women faculty member’s experiences of imposter syndrome impacted many facets of their professional experiences from moments of paralysis to potentially unhealthy over-productivity. Findings also highlight Black women faculty members’ concerns around their colleagues’ professional and personal perceptions of them and this often prevented these women from presenting their authentic selves in academic settings. Despite these barriers, some women chose to remain authentic regardless of possible backlash in refusing to assimilate into the dominant White culture. Black women scholars cannot survive and thrive in social work education unless institutions build trust with these women by respecting their diverse backgrounds, race-related research interests, and range of methodology.

scholarly journals The transition experience of faculty members into academic leadership

2020 ◽  
Author(s):  
◽  
Matin Qazi
Keyword(s):  
Real Life ◽  
Academic Leadership ◽  
Faculty Members ◽  
Leadership Role ◽  
Policy Implications ◽  
Life Transition ◽  
University Of Missouri ◽  
Collective Experience ◽  
The University

The purpose of this case study was to understand the lived experiences of faculty members as they transitioned into the academic leadership role of chair. The case study design was used to provide an intensive bounded analysis of the real-life transition experiences of new chairs. Seven new chairs provided data through two interviews each and documents including their resumes, calendars, and appointment letters. By bounding the case study to the University of Missouri, the data provided a rich dataset which captured the collective experience of transitioning into academic leadership, the complexities of their transitions, and how they navigate the transitional challenges. Three primary themes emerged from the data: Theme I: Transition is a Multifaceted Departure, Theme II: Leadership is Interpersonal, and Theme III: Chairs are Finding their Way. I delineated the collective experience of chairs at the University of Missouri to leadership. I reflected their strategies to navigate this path and discussed the resources that are provided to support them along the way. This increased understanding of the transition process and its associated challenges will improve the policy and practice in the appointment of department chairs, and it will inform perspective chairs of the obstacles that other chairs have experienced. The major policy implications of this study are that earlier appointment of chairs provides more time to prepare for the role and allows greater time to design a succession plan with collaborating predecessors. In addition, the leadership should provide need-based support system on the required competency areas for incoming chairs.

Herman D. Stein, 1994

2017 ◽  
Author(s):  
Gurid Aga Askeland ◽  
Malcolm Payne
Keyword(s):  
World War Ii ◽  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Leadership Roles ◽  
Organizational Issues ◽  
The Social ◽  
The Usa ◽  
Work Education ◽  
Schools Of Social Work

This chapter contains a biography of Herman D. Stein, a leader in American social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1994, for his contribution to international social work education. He fulfilled senior academic roles in Columbia and Case Western Reserve Universities in the USA, and worked with displaced persons and victims of the Holocaust in Europe after World War II, and in social development work with UNICEF in Africa (particularly Tanzania). He was involved in major developments in the social work curriculum and on programmes to meet minority concerns in the US, incorporating a strong social justice perspective. He accepted leadership roles in the Council for Social Work Education (US) and the International Association of Schools of Social Work, demonstrating considerable qualities of diplomacy. His publications on behavioural and organizational issues in social work and on social work education were influential.

The Importance of Mentoring Faculty Members of Color in Schools of Social Work

2014 ◽  
Vol 34 (4) ◽  
pp. 351-362 ◽  
Author(s):  
Letha A. Chadiha ◽  
Maria P. Aranda ◽  
David E. Biegel ◽  
Ching-Wen Chang
Keyword(s):  
Social Work ◽  
Faculty Members ◽  
Schools Of Social Work
Sign in / Sign up

Export Citation Format

Share Document