Pub Date : 2022-11-13DOI: 10.1177/08920206221139619
F. A. Triansyah
{"title":"Book Review: Higher Education 4.0: The Digital Transformation of Classroom Lectures to Blended Learning by Kevin Anthony Jones & Ravi S. Sharma","authors":"F. A. Triansyah","doi":"10.1177/08920206221139619","DOIUrl":"https://doi.org/10.1177/08920206221139619","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47943052","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}
Pub Date : 2022-10-05DOI: 10.1177/08920206221130590
S. Chatelier, Elke Van Dermijnsbrugge
Taking our cue from Gunter and Courtney’s critique of dominant discourses in the field of educational leadership, and their engagement with the concept of educative leadership as inclusive and activist, in this article we aim to deepen and expand the discussion of educative leadership. Our interest in educative leadership begins with the assumption that schools are complex spaces of human interactivity in which contestation over beliefs, values, and morals is inevitable. In drawing on insights first developed in the 1980s as part of the Educative Leadership Project in Australia, we attempt to articulate a concept and set of practices that could function as an alternative to the largely performative and managerial nature of contemporary school leadership. We seek to supplement Gunter and Courtney, drawing on theories pertaining to the structure of anarcho-syndicates in an attempt to make the argument that inclusive and non-hierarchical leadership is not the same as structureless organisation. Finally, in arguing for the centrality of education to the work of schools, we advocate for further engagement with the concept of educative leadership within the field of school leadership and management.
{"title":"Beyond instrumentalist leadership in schools: Educative leadership and anarcho-syndicates","authors":"S. Chatelier, Elke Van Dermijnsbrugge","doi":"10.1177/08920206221130590","DOIUrl":"https://doi.org/10.1177/08920206221130590","url":null,"abstract":"Taking our cue from Gunter and Courtney’s critique of dominant discourses in the field of educational leadership, and their engagement with the concept of educative leadership as inclusive and activist, in this article we aim to deepen and expand the discussion of educative leadership. Our interest in educative leadership begins with the assumption that schools are complex spaces of human interactivity in which contestation over beliefs, values, and morals is inevitable. In drawing on insights first developed in the 1980s as part of the Educative Leadership Project in Australia, we attempt to articulate a concept and set of practices that could function as an alternative to the largely performative and managerial nature of contemporary school leadership. We seek to supplement Gunter and Courtney, drawing on theories pertaining to the structure of anarcho-syndicates in an attempt to make the argument that inclusive and non-hierarchical leadership is not the same as structureless organisation. Finally, in arguing for the centrality of education to the work of schools, we advocate for further engagement with the concept of educative leadership within the field of school leadership and management.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44275730","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}
Pub Date : 2022-09-21DOI: 10.1177/08920206221126640
Wonder Muchabaiwa, E. Chauraya
This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The qualitative research adopted a multi-case study design and purposively sampled 24 female lecturers from two universities in Zimbabwe. Data were collected through in-depth interviews, focus group discussions and analysis of official documents like staff-list records and research repositories. The study reveals that the expectations of the Education 5.0 framework are gender blind and tend to obstruct the promotion opportunities for female academics. Lack of funding in research activities, training in scientific writing, functional innovation hubs as well as the burden of domestic chores were the main obstacles to female academics’ promotion chances. The study recommends provision of research funds, training in scientific writing and establishing functional innovation hubs to fully operationalise the Education 5.0 framework.
{"title":"The gender blindness of the education 5.0 framework: An obstruction to promotion opportunities for female academics in Zimbabwe","authors":"Wonder Muchabaiwa, E. Chauraya","doi":"10.1177/08920206221126640","DOIUrl":"https://doi.org/10.1177/08920206221126640","url":null,"abstract":"This study explores the implications for the Education 5.0 framework on promotion opportunities for female academics in Zimbabwean universities. The framework emphasises research, lecturing, community service, innovation and industrialisation as job performance areas for a university lecturer. The qualitative research adopted a multi-case study design and purposively sampled 24 female lecturers from two universities in Zimbabwe. Data were collected through in-depth interviews, focus group discussions and analysis of official documents like staff-list records and research repositories. The study reveals that the expectations of the Education 5.0 framework are gender blind and tend to obstruct the promotion opportunities for female academics. Lack of funding in research activities, training in scientific writing, functional innovation hubs as well as the burden of domestic chores were the main obstacles to female academics’ promotion chances. The study recommends provision of research funds, training in scientific writing and establishing functional innovation hubs to fully operationalise the Education 5.0 framework.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44655522","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}
Pub Date : 2022-09-15DOI: 10.1177/08920206221123174
Rania Sawalhi
{"title":"Book Review: Latinas Leading Schools by Melissa A. Martinez, Sylvia Méndez-Morse","authors":"Rania Sawalhi","doi":"10.1177/08920206221123174","DOIUrl":"https://doi.org/10.1177/08920206221123174","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"37 1","pages":"56 - 57"},"PeriodicalIF":1.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43588098","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}
Pub Date : 2022-09-01DOI: 10.1177/08920206221123177
E. Saito, Ghazalossadat Fatemi
A curriculum is supposed to be something that the teachers and authorities would construct. Recently, more studies have focused on student contributions to curriculum development. These studies largely framed listening to student voices in the planning processes. However, actual voices can be heard in the process of running classes, and such needs also help the teachers realign, redesign, and redevelop curricula improvisationally. This is also a ‘co-curriculum’ by listening to the voices of students who stumble. This essay aims to conceptually discuss the possibility of recognising students’ stumbles during the classes as seeds for improvisational curriculum development and design, positioning the students as curriculum co-makers with their teachers. Such attempts require a climate where the right of every student to learn is recognised and valued, and it depends on school leadership and management to highlight the importance that the learning opportunities are provided to every student.
{"title":"Enabling students to become co-makers of emergent curricula through authentic and collaborative learning","authors":"E. Saito, Ghazalossadat Fatemi","doi":"10.1177/08920206221123177","DOIUrl":"https://doi.org/10.1177/08920206221123177","url":null,"abstract":"A curriculum is supposed to be something that the teachers and authorities would construct. Recently, more studies have focused on student contributions to curriculum development. These studies largely framed listening to student voices in the planning processes. However, actual voices can be heard in the process of running classes, and such needs also help the teachers realign, redesign, and redevelop curricula improvisationally. This is also a ‘co-curriculum’ by listening to the voices of students who stumble. This essay aims to conceptually discuss the possibility of recognising students’ stumbles during the classes as seeds for improvisational curriculum development and design, positioning the students as curriculum co-makers with their teachers. Such attempts require a climate where the right of every student to learn is recognised and valued, and it depends on school leadership and management to highlight the importance that the learning opportunities are provided to every student.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47230208","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}
Pub Date : 2022-08-22DOI: 10.1177/08920206221119119
Christie S. Oates
{"title":"An era of hope, ambition and collaborative partnerships","authors":"Christie S. Oates","doi":"10.1177/08920206221119119","DOIUrl":"https://doi.org/10.1177/08920206221119119","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"189 - 192"},"PeriodicalIF":1.3,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42475894","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}
Pub Date : 2022-07-18DOI: 10.1177/08920206221114703
Paul Wilfred Armstrong
{"title":"Book Review: About Our Schools: Improving on Previous Best by Tim Brighouse & Mick Waters","authors":"Paul Wilfred Armstrong","doi":"10.1177/08920206221114703","DOIUrl":"https://doi.org/10.1177/08920206221114703","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"193 - 193"},"PeriodicalIF":1.3,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48415057","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}
Pub Date : 2022-07-11DOI: 10.1177/08920206221111270
Waleed Dallasheh, Ihab Zubeidat
The purpose of this article is to identify the degree of implementing TQM standards in the Arab Minority Higher education institutions in Israel as perceived by lecturers and administrators. The article also aimed at identifying the impact of gender, education, job title, job position, years of experience, and in which faculty members and administrators applying TQM standards. Results revealed that Arab higher education need more involvement and decentralization in decision making. The Arab higher institutions need to rely on scientific mechanisms to check efficiency of the lecturer's staff on both scientific and professional levels. Also, there were significant differences that were attributed to the effect of the variables of gender, job position, and specialization, while there were not any significant differences that can be attributed to the effect of education, job title, and years of experience.
{"title":"The degree of implementing total quality management (TQM) standards in Arab minority higher education institutions in Israel","authors":"Waleed Dallasheh, Ihab Zubeidat","doi":"10.1177/08920206221111270","DOIUrl":"https://doi.org/10.1177/08920206221111270","url":null,"abstract":"The purpose of this article is to identify the degree of implementing TQM standards in the Arab Minority Higher education institutions in Israel as perceived by lecturers and administrators. The article also aimed at identifying the impact of gender, education, job title, job position, years of experience, and in which faculty members and administrators applying TQM standards. Results revealed that Arab higher education need more involvement and decentralization in decision making. The Arab higher institutions need to rely on scientific mechanisms to check efficiency of the lecturer's staff on both scientific and professional levels. Also, there were significant differences that were attributed to the effect of the variables of gender, job position, and specialization, while there were not any significant differences that can be attributed to the effect of education, job title, and years of experience.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43727971","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}
Pub Date : 2022-07-06DOI: 10.1177/08920206221111668
Zhang Yuting, Donnie Adams, K. Lee
A systematic review was conducted, covering an extensive exploration of previous literature from 2000 to 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 34 articles regarding e-leadership, e-leader, and other more general views of leadership for either technology usage in learning or virtual collaborative learning, were analyzed. The findings highlight various relevant insights in empirical and theoretical articles, revealing the evolvement of educational e-leadership research and e-leadership characteristics in practice. The researchers conclude that leaders in modern higher education should possess sufficient technological knowledge, e-skills, and e-leadership practices to provide a technology-enabled learning environment, which demands more e-leadership studies in the future. The study bridges perceptions from e-leadership, student learning, and educational technology fields; thus, it could be beneficial to policymakers and educational leaders in equipping with successful e-leadership practices in the new age of educational technology.
{"title":"A systematic review of E-leadership and its effects on student learning in higher education","authors":"Zhang Yuting, Donnie Adams, K. Lee","doi":"10.1177/08920206221111668","DOIUrl":"https://doi.org/10.1177/08920206221111668","url":null,"abstract":"A systematic review was conducted, covering an extensive exploration of previous literature from 2000 to 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 34 articles regarding e-leadership, e-leader, and other more general views of leadership for either technology usage in learning or virtual collaborative learning, were analyzed. The findings highlight various relevant insights in empirical and theoretical articles, revealing the evolvement of educational e-leadership research and e-leadership characteristics in practice. The researchers conclude that leaders in modern higher education should possess sufficient technological knowledge, e-skills, and e-leadership practices to provide a technology-enabled learning environment, which demands more e-leadership studies in the future. The study bridges perceptions from e-leadership, student learning, and educational technology fields; thus, it could be beneficial to policymakers and educational leaders in equipping with successful e-leadership practices in the new age of educational technology.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46407733","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}
Pub Date : 2022-06-21DOI: 10.1177/08920206221097479
A. Moodly
The paper focuses on the South African Higher Education environment, engaging with men in leadership and their views on areas that have been identified as challenging in women's lived experiences and the advancement of women towards leadership. Men still dominate positions of leadership and as such, hold positional power and influence in transformation towards a more equitable and diverse leadership profile. Research in this area focuses predominantly on the voices of women, yet there is recognition that men should also exercise agency in this regard. Set within a framework of social justice, critical and social realism, the research considers whether men understand women's lived experiences and challenges of institutional culture, often described in gendered terms. It considers their perceptions of women as leaders, inclusive of their notions of leadership. It is an attempt to grapple with women's perpetual challenges in the Higher Education milieu and the globally persistent underlying barriers to women's advancement. A qualitative approach was adopted and six men in leadership positions were interviewed. Responses to open-ended questions, based on areas highlighted in the literature, were analysed using critical discourse analysis. The findings revealed that though men in leadership appeared to understand the challenges experienced by women, the deeper embedded (real) levels of patriarchy and institutional culture and the impact on women's lived experiences were not fully appreciated. The paper concludes that men's advocacy and agency, though not conclusively so, can be major game-changers in institutional culture and patriarchal practices. The appearance of a perpetual cycle of cultural and structural barriers, and a predominance of research on women's experiences of this cycle, led the researcher to engage with men in leadership to ascertain whether they recognise and comprehend this cycle and whether they exercise agency and advocacy in challenging the status quo.
{"title":"Exercising positional power to advance and support women in leadership – conversations with men in higher education","authors":"A. Moodly","doi":"10.1177/08920206221097479","DOIUrl":"https://doi.org/10.1177/08920206221097479","url":null,"abstract":"The paper focuses on the South African Higher Education environment, engaging with men in leadership and their views on areas that have been identified as challenging in women's lived experiences and the advancement of women towards leadership. Men still dominate positions of leadership and as such, hold positional power and influence in transformation towards a more equitable and diverse leadership profile. Research in this area focuses predominantly on the voices of women, yet there is recognition that men should also exercise agency in this regard. Set within a framework of social justice, critical and social realism, the research considers whether men understand women's lived experiences and challenges of institutional culture, often described in gendered terms. It considers their perceptions of women as leaders, inclusive of their notions of leadership. It is an attempt to grapple with women's perpetual challenges in the Higher Education milieu and the globally persistent underlying barriers to women's advancement. A qualitative approach was adopted and six men in leadership positions were interviewed. Responses to open-ended questions, based on areas highlighted in the literature, were analysed using critical discourse analysis. The findings revealed that though men in leadership appeared to understand the challenges experienced by women, the deeper embedded (real) levels of patriarchy and institutional culture and the impact on women's lived experiences were not fully appreciated. The paper concludes that men's advocacy and agency, though not conclusively so, can be major game-changers in institutional culture and patriarchal practices. The appearance of a perpetual cycle of cultural and structural barriers, and a predominance of research on women's experiences of this cycle, led the researcher to engage with men in leadership to ascertain whether they recognise and comprehend this cycle and whether they exercise agency and advocacy in challenging the status quo.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44026001","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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