Policing in the 21st century has rapidly become more complex, accountable, and changeable. Concern has emerged across the globe over the sustainability of public policing. Empirical research has supported that effective leadership at all levels of an organization is necessary to achieve success. Much has been said about the importance of effective leadership in policing. This paper explores an unexpected key finding from a mixed-methods, explanatory sequential design doctoral study that examined the self-efficacy beliefs and the factors that have influenced the leader effectiveness of sworn and civilian police leaders in a major Canadian police organization.
{"title":"Bridging the divide: Exploring inequities between sworn and civilian leaders in a Canadian police service.","authors":"Tammy Pozzobon, Shelleyann Scott","doi":"10.29173/ijll47","DOIUrl":"https://doi.org/10.29173/ijll47","url":null,"abstract":"Policing in the 21st century has rapidly become more complex, accountable, and changeable. Concern has emerged across the globe over the sustainability of public policing. Empirical research has supported that effective leadership at all levels of an organization is necessary to achieve success. Much has been said about the importance of effective leadership in policing. This paper explores an unexpected key finding from a mixed-methods, explanatory sequential design doctoral study that examined the self-efficacy beliefs and the factors that have influenced the leader effectiveness of sworn and civilian police leaders in a major Canadian police organization.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alyse Pearce, Michele Anholt, Jennifer Markides, MacKinley Darlington, Barbara Brown, Sylvie Roy
This contribution describes how leaders from the University of Calgary Knowledge Engagement team, the manager of One Health at UCalgary and faculty members from Werklund School of Education came together to form a leadership team and plan a transdisciplinary initiative for future implementation in K-12 schools. The One Health initiative at the University of Calgary is committed to tackling complex problems at the convergence of people, animals, and the environment, and the underlying economic and social factors that determine the opportunities for health across all ecosystems. Systems thinking and inviting different perspectives into the conversation provided a greater understanding of the scope of global challenges and how our individual actions impact others and the environment we all share. The authors used a collaborative and dialogic approach to plan a knowledge engagement session with regional public-school educators to consider how inclusion of the One Health approach into existing curriculum could benefit students. In this chapter, the authors reflected on how matchmaking brought the team together as a boundary-spanning and transdisciplinary team and describe their collective actions and leadership in building collaboration and connections with community partners to lay the foundation for a robust outreach program. The reflections suggest that leaders in higher education can break down silos using a complexity paradigm for their leadership and work together across different departments to combine diverse expertise for community engagement.
{"title":"Breaking down silos: Postsecondary leaders collaborating to advance One Health in education.","authors":"Alyse Pearce, Michele Anholt, Jennifer Markides, MacKinley Darlington, Barbara Brown, Sylvie Roy","doi":"10.29173/ijll46","DOIUrl":"https://doi.org/10.29173/ijll46","url":null,"abstract":"This contribution describes how leaders from the University of Calgary Knowledge Engagement team, the manager of One Health at UCalgary and faculty members from Werklund School of Education came together to form a leadership team and plan a transdisciplinary initiative for future implementation in K-12 schools. The One Health initiative at the University of Calgary is committed to tackling complex problems at the convergence of people, animals, and the environment, and the underlying economic and social factors that determine the opportunities for health across all ecosystems. Systems thinking and inviting different perspectives into the conversation provided a greater understanding of the scope of global challenges and how our individual actions impact others and the environment we all share. The authors used a collaborative and dialogic approach to plan a knowledge engagement session with regional public-school educators to consider how inclusion of the One Health approach into existing curriculum could benefit students. In this chapter, the authors reflected on how matchmaking brought the team together as a boundary-spanning and transdisciplinary team and describe their collective actions and leadership in building collaboration and connections with community partners to lay the foundation for a robust outreach program. The reflections suggest that leaders in higher education can break down silos using a complexity paradigm for their leadership and work together across different departments to combine diverse expertise for community engagement.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"71 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Like most organizations, a university needs to plan for its success. The environment in which universities operate continues to shift and change consequent to economic realities, changing demographics, changes in technology, and most recently a global pandemic. Planning in higher education must be creative and responsive to address multifaceted demands. To sustain post-secondary education, institutional leaders need to develop skill sets that promote effective dialogue, group work, and generativity within internal organizations. Concepts of leadership for the 21st century shift focus away from the previous approaches of making incremental improvements to already existing processes toward discovering possibilities, exploring potential innovations, and generating actions (Burgess & Newton, 2015; Webber, 2016). Building on existing frameworks for understanding generativity in group work and planning, this study sought to understand generative processes and conversations that compel people to act upon thoughts and feelings arising from social interactions. A descriptive study design was utilized to explore and summarize the experiences of faculty involved in three different group planning processes: brainstorming (Osborn 1953, 1957, 1963), a force field analysis (Lewin, 1947), and a variation of an appreciative inquiry process (Cooperrider & Srivastva, 1987). The development of a generative conversations survey tool focused on how the faculty participants perceived the qualities of their experiences. A key outcome of the research was the creation of a set of recommendations for thinking about the design of group sessions and meetings that can transmethodologically enhance chances for generative results.
{"title":"An exploration of generativity in faculty group processes in post-secondary.","authors":"Christine Slavik","doi":"10.29173/ijll45","DOIUrl":"https://doi.org/10.29173/ijll45","url":null,"abstract":"Like most organizations, a university needs to plan for its success. The environment in which universities operate continues to shift and change consequent to economic realities, changing demographics, changes in technology, and most recently a global pandemic. Planning in higher education must be creative and responsive to address multifaceted demands. To sustain post-secondary education, institutional leaders need to develop skill sets that promote effective dialogue, group work, and generativity within internal organizations. Concepts of leadership for the 21st century shift focus away from the previous approaches of making incremental improvements to already existing processes toward discovering possibilities, exploring potential innovations, and generating actions (Burgess & Newton, 2015; Webber, 2016). Building on existing frameworks for understanding generativity in group work and planning, this study sought to understand generative processes and conversations that compel people to act upon thoughts and feelings arising from social interactions. A descriptive study design was utilized to explore and summarize the experiences of faculty involved in three different group planning processes: brainstorming (Osborn 1953, 1957, 1963), a force field analysis (Lewin, 1947), and a variation of an appreciative inquiry process (Cooperrider & Srivastva, 1987). The development of a generative conversations survey tool focused on how the faculty participants perceived the qualities of their experiences. A key outcome of the research was the creation of a set of recommendations for thinking about the design of group sessions and meetings that can transmethodologically enhance chances for generative results.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"120 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education is complex and so is the leadership needed in this context. Educational leadership is not well understood despite an increasing interest in studying the phenomenon. This interpretive study aimed to identify aspects of leadership theory found in practice and implications for leadership education by exploring, analyzing, and interpreting experiences of people who earned an Educational Leadership Doctorate at Simon Fraser University. I conducted in-depth interviews and analyzed data to identify themes within and across interviews while also triangulating with my systematic reflections. This paper presents findings on leadership development, focusing on four themes that emerged from 18 interviews with higher education participants: Pathways to Formal Leadership, Learning “How to Be a Leader”, Learning “About Leadership”, and Learning “the Dialogue of Practice”. Leadership was perceived as an intricate lifelong journey. Overall, participants developed their leadership through their own experiences as leaders, followers, or observers of leadership, by engaging in leadership education (formal, informal, and non-formal), and by interacting with others. Finally, both successes and challenges supported learning, yet challenges were more salient and had more memorable lessons. This paper provides valuable insights on leadership development to leadership scholars and practitioners, as well as organizations offering leadership education.
{"title":"Experiencing leadership: Perceptions of leadership development for higher education contexts.","authors":"Cristina L. Eftenaru","doi":"10.29173/ijll49","DOIUrl":"https://doi.org/10.29173/ijll49","url":null,"abstract":"Higher education is complex and so is the leadership needed in this context. Educational leadership is not well understood despite an increasing interest in studying the phenomenon. This interpretive study aimed to identify aspects of leadership theory found in practice and implications for leadership education by exploring, analyzing, and interpreting experiences of people who earned an Educational Leadership Doctorate at Simon Fraser University. I conducted in-depth interviews and analyzed data to identify themes within and across interviews while also triangulating with my systematic reflections. This paper presents findings on leadership development, focusing on four themes that emerged from 18 interviews with higher education participants: Pathways to Formal Leadership, Learning “How to Be a Leader”, Learning “About Leadership”, and Learning “the Dialogue of Practice”. Leadership was perceived as an intricate lifelong journey. Overall, participants developed their leadership through their own experiences as leaders, followers, or observers of leadership, by engaging in leadership education (formal, informal, and non-formal), and by interacting with others. Finally, both successes and challenges supported learning, yet challenges were more salient and had more memorable lessons. This paper provides valuable insights on leadership development to leadership scholars and practitioners, as well as organizations offering leadership education.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"123 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research examines the role of imagination in relational leadership. Specifically, the following question was explored through a case study of a unique offering of an imagination-focused MEd program in Educational Leadership in a large, public research institution in British Columbia, Canada: How do participants understand imagination’s role in leadership after completing a two-year imagination-focused MEd leadership program? The 13 participants—all aspiring and emerging leaders in their professional settings—shared their developing conceptions of leadership, imagination, and the role of imagination in educational leadership. Participants articulated how imagination contributes to understanding themselves as leaders, engaging others with empathy, and building connections. The relational role of imagination was a dominant theme. According to participants, imagination is necessary for forming and enriching relationships, and reciprocally, relationships enhance imagination. Participants indicated how imagination supports their sense of belonging; imagination allowed participants to see themselves as potential leaders, and to feel they belonged “at the leadership table.” According to these preliminary findings, imagination may also create more opportunity in leadership. Overall, imagination emerges in this study as promoting not only relational, but humanizing leadership practices. This research contributes to understandings of relational leadership and highlights directions for future research. It identifies new directions for supporting equity and diversity in educational leadership and has clear implications for leadership education.
{"title":"Imagination as a catalyst for Relational Leadership: Educational leaders’ perspectives.","authors":"Gillian Judson, Meaghan Dougherty","doi":"10.29173/ijll43","DOIUrl":"https://doi.org/10.29173/ijll43","url":null,"abstract":"This research examines the role of imagination in relational leadership. Specifically, the following question was explored through a case study of a unique offering of an imagination-focused MEd program in Educational Leadership in a large, public research institution in British Columbia, Canada: How do participants understand imagination’s role in leadership after completing a two-year imagination-focused MEd leadership program? The 13 participants—all aspiring and emerging leaders in their professional settings—shared their developing conceptions of leadership, imagination, and the role of imagination in educational leadership. Participants articulated how imagination contributes to understanding themselves as leaders, engaging others with empathy, and building connections. The relational role of imagination was a dominant theme. According to participants, imagination is necessary for forming and enriching relationships, and reciprocally, relationships enhance imagination. Participants indicated how imagination supports their sense of belonging; imagination allowed participants to see themselves as potential leaders, and to feel they belonged “at the leadership table.” According to these preliminary findings, imagination may also create more opportunity in leadership. Overall, imagination emerges in this study as promoting not only relational, but humanizing leadership practices. This research contributes to understandings of relational leadership and highlights directions for future research. It identifies new directions for supporting equity and diversity in educational leadership and has clear implications for leadership education.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"122 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology is woven throughout our daily lives now more than ever. Therefore, teacher education programs need to meet this digital demand and begin to prepare teacher candidates for their future in teaching with technology. Even before COVID-19, K-12 education included virtual schools, therefore, the necessity of preparing teacher candidates for the successful implementation of online instruction are of utmost importance. To meet the needs of their future students, candidates must be prepared to integrate technology into their teaching as well as be prepared to teach online. To prepare 21st century learners, teacher candidates must create learning opportunities for their students to learn with and through technology. The Technological Pedagogical Content Knowledge (TPACK) structure was designed for teachers to understand the relationships between and among technology, pedagogy, and content. The purpose of this research was to revise traditional instruction where the professor models and implements technology tools to allow candidates the opportunity to develop their TPACK in their two years in a teacher education program. To develop the TPACK of teacher candidates, education preparation professionals worked together to design and implement the School of Education, Technology Integration Project. Through this innovative approach developed by a team of professors, the School of Education has changed its’ coursework in all programs to include more online teaching, the inclusion of technology for teaching content, and the use of assistive technology. As a result, student teachers and graduates are reporting that they are now being recognized as teacher technology leaders and are showcasing technology lessons at their schools.
{"title":"Preservice teachers learning to teach online: Developing teacher leaders.","authors":"Rebecca Cooper, Samantha Mrstik, Joye Cauthen, Jillian Schreffler","doi":"10.29173/ijll44","DOIUrl":"https://doi.org/10.29173/ijll44","url":null,"abstract":"Technology is woven throughout our daily lives now more than ever. Therefore, teacher education programs need to meet this digital demand and begin to prepare teacher candidates for their future in teaching with technology. Even before COVID-19, K-12 education included virtual schools, therefore, the necessity of preparing teacher candidates for the successful implementation of online instruction are of utmost importance. To meet the needs of their future students, candidates must be prepared to integrate technology into their teaching as well as be prepared to teach online. To prepare 21st century learners, teacher candidates must create learning opportunities for their students to learn with and through technology. The Technological Pedagogical Content Knowledge (TPACK) structure was designed for teachers to understand the relationships between and among technology, pedagogy, and content. The purpose of this research was to revise traditional instruction where the professor models and implements technology tools to allow candidates the opportunity to develop their TPACK in their two years in a teacher education program. To develop the TPACK of teacher candidates, education preparation professionals worked together to design and implement the School of Education, Technology Integration Project. Through this innovative approach developed by a team of professors, the School of Education has changed its’ coursework in all programs to include more online teaching, the inclusion of technology for teaching content, and the use of assistive technology. As a result, student teachers and graduates are reporting that they are now being recognized as teacher technology leaders and are showcasing technology lessons at their schools.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"113 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Advice Trap is a short book accessible to anyone who wants to improve their leadership and to those interested in coaching and business management. The central theme of the book is that giving advice about a problem, in general, does not actually solve the problem, much less benefit the person asking for it. Bungay Stanier explains why rushing to give advice during a conversation is a trap. Very interesting tools, applicable in several professional fields are developed throughout the book’s 248 pages to help you control your desire to always want to give advice and to help be a good leader. This is a very practical book, very useful on several levels, and a good companion to help us tame our advice monster. We are led to evolve, surpass ourselves, and improve the quality of our relationships with others. And the advice trap has the necessary tools to help us do it.
{"title":"(2024). [Review of the book the \"Advice trap: Be humble, stay curious & change the way you lead forever\", by M. Bungay Stanier, 2020]","authors":"Adonaï Julien","doi":"10.29173/ijll42","DOIUrl":"https://doi.org/10.29173/ijll42","url":null,"abstract":"The Advice Trap is a short book accessible to anyone who wants to improve their leadership and to those interested in coaching and business management. The central theme of the book is that giving advice about a problem, in general, does not actually solve the problem, much less benefit the person asking for it. Bungay Stanier explains why rushing to give advice during a conversation is a trap. Very interesting tools, applicable in several professional fields are developed throughout the book’s 248 pages to help you control your desire to always want to give advice and to help be a good leader. This is a very practical book, very useful on several levels, and a good companion to help us tame our advice monster. We are led to evolve, surpass ourselves, and improve the quality of our relationships with others. And the advice trap has the necessary tools to help us do it.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the current era, leadership in higher education faces unprecedented challenges as a result of neoliberalism's influence. To effectively provide instructional leadership, higher education leaders and administrators need to acquire new skills and strategies. The issues of inadequate funding, increased workload, massification, and marketization in universities necessitate skillful navigation to uphold educational quality. This integrated literature review examines the impact of neoliberalism on teaching and learning and explores the specific skills and capacities required by university leaders to deliver effective instructional leadership. Through a comprehensive review, we shed light on the essential leadership skills necessary within the context of neoliberalism. By addressing these challenges head-on, leaders can navigate the neoliberal waters and build the capacities needed for successful instructional leadership in higher education.
{"title":"Navigating neoliberal waters: Building capacities and skills for effective instructional leadership in higher education.","authors":"A. Maduforo, Shelleyann Scott, Donald E. Scott","doi":"10.29173/ijll48","DOIUrl":"https://doi.org/10.29173/ijll48","url":null,"abstract":"In the current era, leadership in higher education faces unprecedented challenges as a result of neoliberalism's influence. To effectively provide instructional leadership, higher education leaders and administrators need to acquire new skills and strategies. The issues of inadequate funding, increased workload, massification, and marketization in universities necessitate skillful navigation to uphold educational quality. This integrated literature review examines the impact of neoliberalism on teaching and learning and explores the specific skills and capacities required by university leaders to deliver effective instructional leadership. Through a comprehensive review, we shed light on the essential leadership skills necessary within the context of neoliberalism. By addressing these challenges head-on, leaders can navigate the neoliberal waters and build the capacities needed for successful instructional leadership in higher education.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"105 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140986790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global demand for teachers outstrips its supply (Brummitt & Keeling, 2013; UNESCO, 2016). This article argues for a re-examination of the concept of failure in the context of educator acculturation overseas, and the self-leadership and school leadership actions that support teachers new to a host country. Oberg (1960, p. 177) first described culture shock as “an occupational disease” that can lead to sudden breakdown and departure. Culture shock with expatriate teachers overseas is inevitable (Roskell, 2013), and teacher turnover has been reported as high as 60% in some international schools (Mancuso et al., 2010). Since the onset of the pandemic, sudden teacher departures have risen sharply in some schools (Author1, in press). To mitigate the issue, strategic planning of K-12 international school leadership includes improving teacher retention. How a leader views failure matters and learning to fail intelligently can promote innovation and improvement in the longer term (Cannon & Edmondson, 2005). This article examines a subset of a qualitative study on educator acculturation involving 17 sojourning (between-culture) educators in 5 regions in Southeast and East Asia. Participants were found to utilize an arsenal of self-leadership strategies (Houghton et al., 2011) to mitigate acculturative challenges. Most of the participants recalled an early career sojourning experience that they described as shocking and stressful. Participants initially viewed their experiences as failures, however, participants described that these experiences led to beneficial outcomes: increased capacity for future overseas teaching experiences, evidenced by reduced acculturative stress (Berry, 2006). This widespread experience leads one to posit that the initial “fail” when coupled with self-leadership strategies, has a beneficial long-term effect. Better understanding of such experiences will help educational organizations harness the power of these failures by turning them into meaningful learning opportunities that guide the new sojourning teaching towards a successful career.
全球教师供不应求（Brummitt & Keeling, 2013; UNESCO, 2016）。本文认为，应在教育工作者海外文化适应的背景下重新审视失败的概念，以及支持初到东道国的教师的自我领导和学校领导行动。奥伯格（Oberg，1960 年，第 177 页）首次将文化冲击描述为 "一种职业病"，它可 以导致突然的崩溃和离开。外籍教师在海外受到文化冲击是不可避免的（Roskell, 2013），据报道，一些国际学校的教师流失率高达 60%（Mancuso et al.）自大流行病爆发以来，一些学校的教师突然离职率急剧上升（Author1, in press）。为了缓解这一问题，K-12 国际学校领导层的战略规划包括提高教师留任率。领导者如何看待失败很重要，学会明智地失败可以促进长期的创新和改进（Cannon & Edmondson, 2005）。本文探讨了一项关于教育者文化适应性的定性研究的一个子集，该研究涉及东南亚和东亚 5 个地区的 17 名旅居（跨文化）教育者。研究发现，参与者利用一系列自我领导策略（Houghton et al.大多数参与者回忆了他们职业生涯早期的旅居经历，并将其描述为令人震惊和充满压力的经历。最初，参与者认为他们的经历是失败的，然而，参与者描述说，这些经历带来了有益的结果：提高了未来海外教学经验的能力，减少了文化适应压力（Berry，2006 年）。这种广泛的经验使人们假设，最初的 "失败 "与自我领导策略相结合，会产生有益的长期影响。更好地了解这些经验将有助于教育组织利用这些失败的力量，将其转化为有意义的学习机会，引导新的海外教师走向成功的职业生涯。
{"title":"Eat those Words: Flipping Understandings of Culture Shock Failure through Self-Leadership in Overseas International Schools","authors":"Rebecca Stroud Stasel, Rebecca Evans","doi":"10.29173/ijll36","DOIUrl":"https://doi.org/10.29173/ijll36","url":null,"abstract":"The global demand for teachers outstrips its supply (Brummitt & Keeling, 2013; UNESCO, 2016). This article argues for a re-examination of the concept of failure in the context of educator acculturation overseas, and the self-leadership and school leadership actions that support teachers new to a host country. Oberg (1960, p. 177) first described culture shock as “an occupational disease” that can lead to sudden breakdown and departure. Culture shock with expatriate teachers overseas is inevitable (Roskell, 2013), and teacher turnover has been reported as high as 60% in some international schools (Mancuso et al., 2010). Since the onset of the pandemic, sudden teacher departures have risen sharply in some schools (Author1, in press). To mitigate the issue, strategic planning of K-12 international school leadership includes improving teacher retention. How a leader views failure matters and learning to fail intelligently can promote innovation and improvement in the longer term (Cannon & Edmondson, 2005). This article examines a subset of a qualitative study on educator acculturation involving 17 sojourning (between-culture) educators in 5 regions in Southeast and East Asia. Participants were found to utilize an arsenal of self-leadership strategies (Houghton et al., 2011) to mitigate acculturative challenges. Most of the participants recalled an early career sojourning experience that they described as shocking and stressful. Participants initially viewed their experiences as failures, however, participants described that these experiences led to beneficial outcomes: increased capacity for future overseas teaching experiences, evidenced by reduced acculturative stress (Berry, 2006). This widespread experience leads one to posit that the initial “fail” when coupled with self-leadership strategies, has a beneficial long-term effect. Better understanding of such experiences will help educational organizations harness the power of these failures by turning them into meaningful learning opportunities that guide the new sojourning teaching towards a successful career.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"37 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within the super complex higher education environment academic development inhabits a dynamic domain that varies from institution to institution. Leading academic development requires the ability to effectively lead change, people, programmes, and yourself. This paper provides a critically reflective narrative of my experiences leading academic development across a lifespan in Australia and the UK. The narrative of my leadership development is shaped by my reflection on the University of Liverpool’s Leadership Commitment Framework and the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education and integrated throughout three case studies. The first case study, set in a large Faculty in an Australian university, explores inspirational, distributed, and entrepreneurial leadership; academic development initiatives are relatively informal in this case. The second case study, set in a large Australian university at the institutional level explores strategic leadership of processes and people; academic development initiatives are more formalised through university governance processes in this case. The third case, set in a Russell Group university in the UK, explores transformational leadership relevant to leading academic development teams and programmes in a highly regulated environment. Across the three cases issues of identity, influence, and power in relation to leading academic development in dynamic environments are explored and insights highlighted to provide advice and guidance to aspiring leaders of academic development and leaders of learning and teaching in higher education.
{"title":"Leading Academic Development in Dynamic Higher Education International Settings","authors":"Sue Bolt","doi":"10.29173/ijll30","DOIUrl":"https://doi.org/10.29173/ijll30","url":null,"abstract":"Within the super complex higher education environment academic development inhabits a dynamic domain that varies from institution to institution. Leading academic development requires the ability to effectively lead change, people, programmes, and yourself. This paper provides a critically reflective narrative of my experiences leading academic development across a lifespan in Australia and the UK. The narrative of my leadership development is shaped by my reflection on the University of Liverpool’s Leadership Commitment Framework and the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education and integrated throughout three case studies. The first case study, set in a large Faculty in an Australian university, explores inspirational, distributed, and entrepreneurial leadership; academic development initiatives are relatively informal in this case. The second case study, set in a large Australian university at the institutional level explores strategic leadership of processes and people; academic development initiatives are more formalised through university governance processes in this case. The third case, set in a Russell Group university in the UK, explores transformational leadership relevant to leading academic development teams and programmes in a highly regulated environment. Across the three cases issues of identity, influence, and power in relation to leading academic development in dynamic environments are explored and insights highlighted to provide advice and guidance to aspiring leaders of academic development and leaders of learning and teaching in higher education.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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