ORCID Profile
0000-0002-6810-4274
Current Organisations
Australian Council for Educational Leaders
,
University of Tasmania
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Publisher: Emerald
Date: 14-09-2015
DOI: 10.1108/IJEM-05-2015-0055
Abstract: – The purpose of this paper is to establish the case that innovation in the theory and practice of educational administration/leadership is very unlikely to occur within the existing doxa of our times. By innovation is meant a novel conceptual or practical change in the field of practice. By doxa is meant the unquestioned rules of the game and the linkage between the agencies and organs of government and foundations supporting research in the field. An approach toward thinking outside of the prevailing doxa is presented and explained as one possible antidote to the current dominant model. – The paper is a conceptual/logical analysis of the reasons why the current paradigm dominant in the study and the practice of educational administration/leadership is inadequate. The paradigm has not predicted anything currently unknown or understood yet its continued dominance in the field will not lead to any new discoveries or innovation but only continued verification of what is already known. – The major findings are that the boundaries of behavioral empiricism and social science methods impose an orthodoxy of approach in examining matters of administrative and leadership practice. Subsequently, it not only limits but also prohibits any new breakthroughs in understanding or predicting novel thinking about administration and leadership in educational institutions. Breaking out of this conceptual and theoretical box will be difficult as it is embraced by an interlocking apparatus of agencies and institutions and enshrined in most research journals in the field. – It is unlikely that true new discoveries in understanding educational leadership will occur without a restoration of the full range of human emotions and motivations which inspire and sustain leaders. New visions of leadership are required which will lead to what Lakatos has called a progressive research program in which prediction is enhanced and novel aspects of leadership emerge. These are not likely to occur given the tradition of inquiry currently in use. To use Lakatos’ term, the current research program is de-generative or regressive and lags behind the actual practice of school leadership. Thus, the authors perpetuate the theory-practice gap. – The continued employment of social science protocols anchored in behavioral empiricism and the scientific method are unlikely to lead to any new breakthroughs in the practice of educational administration/leadership. The lens of behavioral empiricism prohibits a complete understanding of the practice of leadership where that practice becomes “subjective” and/or essentially artistic in nature. Practice, therefore, is anchored only in what is considered “rational” and the non-rational aspects marginalized or eliminated. – Researchers working in the dominant social science perspectives using hard behavioral empirical traditions embodied in the usual perspective regarding the scientific method will continue to miss or marginalize the emotional and intuitive side of leadership, aspects which are hard to quantify and assess. Leaders not only act but they feel as well. Without emotion in leadership it is extremely hard to build trust in an organization. The moral responsibilities of leaders are also anchored in emotion and values held by the leader. These elements continue to be understated or marginalized in check list approaches to preparation and licensure. – The originality of the paper synthesizes the parallel perspectives of William Foster, Karl Popper, Paul Feyerabend, Michel Foucault, Pierre Bourdieu, and Imre Lakatos as it pertains to explaining why the current theory of knowledge is not likely to lead to any new breakthroughs in the practice of educational administration/leadership. One different approach to thinking of leadership as connoisseurship is presented as a potential perspective from the arts as a way of viewing leadership as a form of performance in which emotion and intuition are recognized aspects of practice.
Publisher: Stichting Liliane Fonds
Date: 06-11-2013
Publisher: Informa UK Limited
Date: 06-2003
Publisher: Informa UK Limited
Date: 08-07-2008
Publisher: Informa UK Limited
Date: 08-2002
Publisher: Emerald
Date: 11-05-2012
DOI: 10.1108/09513541211227791
Abstract: This paper aims to explore the leadership values and practices of Confucius in the light of transformational leadership theory. This paper is literature based. The paper discusses four key dimensions of transformational leadership theory: idealized influence, inspirational motivation, intellectual stimulation and in idualized consideration and uses these as a framework for exploring the values of and teaching approach used by Confucius. The key message of the paper is that educational leaders have much to learn from a Confucian leadership style that is fundamentally transformational in nature and encompasses moral/ethical, socially critical, and democratic dimensions. The paper presents a case study of an English as a second language (ESL) school and identifies several practical suggestions for ESL leaders to consider if they are to follow the tenets of Confucius's teachings. The paper is original as it links the values and practices of Confucius to transformational leadership theory and considers how this theory might look in practice for leaders within a contemporary ESL school context.
Publisher: Informa UK Limited
Date: 02-2013
Publisher: Emerald
Date: 03-2006
DOI: 10.1108/09578230610652015
Abstract: The purpose of this paper is to report on research into the ethical dilemmas faced by school heads from seven independent schools in Australia. Data for the research were gathered by semi‐structured in‐depth interviews with the Heads, all of whom were experienced school leaders. All the schools had religious affiliations. The findings are broadly consistent with the conclusions reached in other Australian and international studies dealing with school leaders which suggest that ethical dilemmas, usually concerning issues to do with staff or students, are so common now that they have become the “bread and butter” of educational leaders' lives. The findings contribute to a better understanding of the struggles school leaders experience when faced with such dilemmas and the forces at play as they seek to resolve them Typically, the dilemmas are not about “right” versus “wrong”, but “right” versus “right” options. It is clear that the ethical dimensions of the work of school leaders require further investigation as ethical dilemmas are almost a daily occurrence for them as they strive to make complex decisions in the best interests of their school communities. Professional development in the areas of ethics and ethical decision‐making for school leaders is indicated. Problem‐based learning offers potential in this regard. The research reported in the paper adds to, and builds on, the growing body of research into ethics in education, particularly how ethical issues emerge when school leaders are required to make complex decisions in contexts where in idual, group and organisational interests may be in conflict.
Publisher: Inderscience Publishers
Date: 2012
Publisher: Emerald
Date: 08-2001
Abstract: The research reported in this article formed part of a university/industry collaborative grant in which the role of leaders in managing cultural change across an industry site was investigated. The focus of the article concerns the leadership of a district director in a rural setting in Queensland. The study was shaped by the interests of the district director who sought feedback on her leadership style and influence on principals in the district. A team of researchers from the School of Professional Studies in the Faculty of Education at Queensland University of Technology conducted semi‐structured interviews with a s le of six principals with whom she had worked over a period of one year to gauge their perceptions of her influence on their thinking and acting. A key finding of the research was that that well‐led conversations can be an effective professional development strategy for learning, growth and change in educational leaders.
Publisher: Informa UK Limited
Date: 10-2012
Publisher: Emerald
Date: 10-2004
DOI: 10.1108/00400910410569623
Abstract: Discusses the findings of a study that investigated how the learning of innovative practices might best proceed in small businesses. The recent implementation of the Goods and Service Tax (GST) in Australia presented an opportunity for understanding how small business operatives learned to implement a new practice. The procedures comprised semi‐structured interviews with 30 small businesses about how they had learned about and implemented the GST. A case study was written about each small business' experience that were verified for their accuracy by each small business. These case studies became the data source. It was found that the small business operatives that appeared to have learned most about the GST were those who were highly engaged in the task of learning about the GST – active learners and also accessed high levels of support from localised sources. A typology comprising dimensions of support needed and engagement by small business operatives was synthesised from the findings and is discussed.
Publisher: Informa UK Limited
Date: 02-2013
Publisher: Emerald
Date: 22-03-2011
DOI: 10.1108/09578231111116725
Abstract: The paper seeks to apply the theory of the democratic deficit to school‐based management with an emphasis on Australia. This theory was developed to examine managerial restructuring of the Australian Public Service in the 1990s. Given similarities between the use of managerial practices in the public service and government schools, the authors draw on recent literature about school‐based management in Australia and apply the democratic deficit theory to it. This paper is conceptual in focus. The authors analyse literature in terms of the three components of the democratic deficit – i.e. the weakening of accountability, the denial of the roles and values of public employees, and the emergence of a “hollow state” – and in relation to the application of this theory to the Australian Public Service. A trend towards the three components of the democratic deficit is evident in Australia although, to date, its emergence has not been as extensive as in the UK. The authors argue that the democratic principles on which public schooling in Australia was founded are being eroded by managerial and market practices. These findings provide policy makers and practitioners with another way of examining managerial and market understandings of school‐based management and its impact on teachers and on students. It offers suggestions to reorient practices away from those that are exclusively managerial‐based towards those that are public‐sector based. The value of this paper is that it applies the theory of the democratic deficit to current understandings of school‐based management.
Publisher: Emerald
Date: 13-04-2015
Abstract: – The central argument in this paper is that ethical school leadership is imperative in a context of increasing performance-driven accountability. The purpose of this paper is to focus on school principals’ perceptions of how they understand ethical leadership and how they lead the ethical use of data. – This study utilises semi-structured interviews with six state school principals (one primary and six secondary) to explore their perceptions of ethical leadership practices and how they balance current competing accountabilities in a context of performance-driven accountability. – There were four key findings. First, principals used data to inform and direct their practices and their conversations with teachers. Second, while ethics was a central consideration in how principals’ led, practising in an ethical manner was identified as complex and challenging in the current context. Third, Starratt’s (1996) ethical framework proved to be relevant for interpreting principals’ practices. Finally, all of the principals referred to dilemmas they faced as a result of competing priorities and all used a variety of strategies to deal with these dilemmas. – While there is a small body of research that explores school leaders’ understandings of ethical tensions and dilemmas, there is little research that has focused on school leaders’ understandings of the ethical use of data. This study, then, contributes to this area as it provides a discussion on school principals’ leadership practices in the current climate driven by data use.
Publisher: Springer Science and Business Media LLC
Date: 11-2011
Publisher: Emerald
Date: 23-03-2010
DOI: 10.1108/09578231011027879
Abstract: The purpose of this paper is to explore two dimensions of leadership practices (i.e. teaching and learning and sources of power) used by two exemplary principals in mainland China against a background of education reform and to identify how broader contextual factors have shaped these two dimensions of their leadership. An exploratory case study was used that drew upon semi‐structured interviews, observations and document analysis. Interviews were conducted with two principals, six teachers from each of the two schools and a superintendent who was the supervisor of the two principals. The findings reveal that there are some common elements in both of the leaders' practices but also some subtle differences. Both leaders emphasise teaching and learning. One sees herself as curriculum expert the other delegate teaching responsibilities. While both uses a top down approach, one principal uses an adversarial approach and the other a more facilitative approach. The study used a small s le size. It explored the leaders' practices in the light of broader contextual factors rather than personal factors or gender‐based factors Given the limited empirical research conducted on female principals in mainland China, this qualitative study provides insights into two dimensions of leadership used by two exemplary principals and explains their practices in the light of critical contextual factors such as contemporary and traditional Chinese culture and the school's organisational context.
Publisher: Springer Science and Business Media LLC
Date: 05-03-2013
Publisher: Springer Netherlands
Date: 2016
Publisher: Association for Research in Vision and Ophthalmology (ARVO)
Date: 19-04-2011
DOI: 10.1167/IOVS.10-6568
Abstract: To determine the longitudinal impact of idiopathic macular telangiectasia (MacTel) type 2 on vision-specific quality of life (QoL). Participants with MacTel type 2 and controls with no vision impairment were recruited at baseline. All underwent a full ophthalmic examination and the interview-administered 28-item Impact of Vision Impairment (IVI) questionnaire at baseline, to gather information on sociodemographic factors and vision-specific QoL. The MacTel patients were reassessed at 24 months. For the MacTel participants (n = 22), the median (range) age and visual acuity were 64 years (45-87) and 20/32 (20/13-20/63) in the better eye, respectively. The corresponding median values in the control group (n = 38) were 57 years (41-68) and 20/25 or better in both eyes, respectively. Rasch analysis showed that the IVI and its three subscales had sufficient psychometric validity and possessed interval level estimates. The control group had almost twice the level of vision-specific QoL than did the MacTel group at baseline on all IVI scores (P < 0.001 for all). At 24 months, we found no significant change in any of the IVI scores in the MacTel group. Similarly, there was no significant difference in visual acuity in the better or worse eyes in that group after 2 years. Persons with MacTel type 2 had poorer overall vision-related QoL than did healthy controls. Several aspects of vision-related QoL and distance visual acuity did not significantly change after 24 months. Longer follow-up assessment periods are needed to determine the longitudinal impact of this condition on vision-related QoL.
Publisher: Informa UK Limited
Date: 03-03-2011
Publisher: No publisher found
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 09-2014
Publisher: Emerald
Date: 03-10-2008
DOI: 10.1108/17542410810908839
Abstract: The purpose of this paper is to provide a discussion of some salient research relating to mentoring for women managers. The paper draws mainly upon writing and research from the UK, USA, Canada and Australia to explore some of the issues that continue to be pertinent for the mentoring of women managers. The paper explores some of the early arguments promoting mentoring for women in the light of more recent research. From the literature, three key issues that have important implications for women in mentoring relationships are considered. These are identifying the nature and focus of mentoring relationships managing cross‐gender mentoring and negotiating the power dimension that underpins the mentoring relationship. The paper provides a discussion of the practical implications of three key issues that are significant for women managers. The paper draws together work in the field and distils a number of issues and their implications that require further attention and discussion.
Publisher: SAGE Publications
Date: 10-2004
Abstract: The sheer volume of literature on mentoring across a variety of disciplines is an indication of the high profile it has been afforded in recent years. This article draws on a structured analysis of more than 300 research-based articles on mentoring across three discipline areas in an attempt to make more valid inferences about the nature and outcomes of mentoring. It begins by reporting on the findings compiled from a database of research articles from educational contexts. These research-based articles are examined to determine the positive and more problematic outcomes of mentoring for the mentor, mentee, and the organization. A discussion of the findings from two other databases, namely, 151 research-based articles from business contexts and 82 articles from medical contexts, is provided, and commonalities across the three databases are highlighted. The article concludes with a discussion of key issues that administrators responsible for establishing mentoring programs should consider to maximize the experience of mentoring for all stakeholders.
Publisher: Emerald Group Publishing Limited
Date: 12-09-2014
Publisher: Emerald
Date: 16-01-2009
DOI: 10.1108/09513540910926420
Abstract: The purpose of this paper is to provide an understanding of principal preparation and training in China by providing a background discussion of principal preparation in a number of countries. As an illustration, it provides an overview of the curriculum used in the initial preparation of school principals at Beijing Normal University. The paper draws mainly on writing and research from China, Australia and the USA to explore principal preparation and training in China. In addition to providing a rich description of principal preparation in China, the paper's main findings comprise seven key challenges that confront China as it endeavours to provide quality principal preparation. These challenges include China's ersity and uneven social, cultural and educational development limited resources in some regions throughout China the place and importance of study tours for principal preparation the teaching approach used to train principals the process used for assessing principal learning during their training programs the limited transfer of learning from the classroom to the school environment and the timing of training for principals. Each of the challenges arising here raises important practical implications for developers of principal training programs. The paper paints a picture of principal preparation in China and raises a number of issues and challenges with which it continues to grapple. Of note is that China is not alone in facing some of these ongoing concerns.
Publisher: Informa UK Limited
Date: 12-2011
Publisher: Informa UK Limited
Date: 02-01-2015
Publisher: Emerald
Date: 2006
No related grants have been discovered for Lisa Ehrich.