Complexity Leadership Theory and its application in higher education: using duoethnography to explore enabling leadership during a time of uncertainty DOI Creative Commons
Marie Beresford-Dey, Stella Howden, Linda Martindale

et al.

International Journal of Leadership in Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 26

Published: June 7, 2024

This study explores how Complexity Leadership Theory (CLT) can advance the understanding of academic leadership in HE during a time crisis and uncertainty. A qualitative methodology was applied to address research question, 'How do leaders higher education understand crisis?' We used duoethnography garner data through recorded conversations other artifacts about our experiences as associate deans for learning teaching. Drawing from three CLT strands (operational, entrepreneurial, enabling) analysis, we show enabling critical doing operational entrepreneurial leadership. Additionally, demonstrate that leadership, beyond its functional role, is suffused with emotion work care. Uniquely, findings suggest need extend CLT's integrate compassionate personal wellbeing support others challenging times. Moreover, contributes existing knowledge by providing useful insights concept incorporating ways thinking approaching practices relevant current context.

Language: Английский

Exploring educational leadership and teacher ethics: who can lead and what are the key qualities? DOI

Zhaojie Wang,

Liyuan Han, Lijuan Zhang

et al.

Ethics & Behavior, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 15

Published: Jan. 15, 2025

This study delves into the perception of educational leadership and professional ethics among Chinese educators, paying particular attention to identifying key characteristics deemed important for effective examining relationship between qualities ethical behavior. Employing a mixed-methods approach, combines qualitative data from an open survey in which 207 teachers listed ten with quantitative analysis. found that educators consider honesty be most quality education. However, results showed no significant correlation adherence ethics, suggesting their independent development.

Language: Английский

Citations

0
Learning for sustainability in Scotland: when best practice is not enough DOI Creative Commons
Kumara Ward, Martin E. Purcell, Marie Beresford-Dey

et al.

Environmental Education Research, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 18

Published: March 3, 2025

Research commissioned by the Scottish Government in 2022 investigated Learning for Sustainability (LfS) as it is experienced through Curriculum Excellence (CfE) young people (14+ years), practitioners secondary schools (teachers), and community learning development (CLD) settings. The research sought to identify best practice LfS, its challenges, successes since implementation of Scotland's Action Plan. included a questionnaire practitioners, exploring their awareness engagement with LfS; along series World Café events/Three Horizons focus groups practitioners. This paper situates findings analyses them an international context lens critical transformational theories education sustainability provide further insight into LfS Scotland light policy legislative backdrop teaching this field. It contends that despite being world leader curriculum integration regarding sustainability, there are considerable gaps what promoted occurs communities, effect, denying educational opportunities needed become effective agents change.

Language: Английский

Citations

0
Complexity Leadership Theory and its application in higher education: using duoethnography to explore enabling leadership during a time of uncertainty DOI Creative Commons
Marie Beresford-Dey, Stella Howden, Linda Martindale

et al.

International Journal of Leadership in Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 26

Published: June 7, 2024

This study explores how Complexity Leadership Theory (CLT) can advance the understanding of academic leadership in HE during a time crisis and uncertainty. A qualitative methodology was applied to address research question, 'How do leaders higher education understand crisis?' We used duoethnography garner data through recorded conversations other artifacts about our experiences as associate deans for learning teaching. Drawing from three CLT strands (operational, entrepreneurial, enabling) analysis, we show enabling critical doing operational entrepreneurial leadership. Additionally, demonstrate that leadership, beyond its functional role, is suffused with emotion work care. Uniquely, findings suggest need extend CLT's integrate compassionate personal wellbeing support others challenging times. Moreover, contributes existing knowledge by providing useful insights concept incorporating ways thinking approaching practices relevant current context.

Language: Английский

Citations

3