The purpose of this paper is to present findings from a study that illuminates how leadership can be engendered in one context and transferred to another.
This paper presents some of the findings from a longitudinal study on individual and organisational learning from adverse incidents, action research was the overarching methodology. The study (fourth in a total of six) was developed out of and embedded within a series of action research cycles. The study is presented in two phases (interviews and field observation); the approach incorporates Goffman's frame analysis to identify whether espoused aspects of educational leadership would manifest if given the opportunity, and whether the principles of Bordieuan “values” placed by the participants on educational leadership would be a useful lever to support change.
The study findings demonstrated educational leadership can be inculcated and actioned by creating real life frames and reinforced through association with those already considered to be world leaders.
The numbers of participants in this qualitative study limit the finding to an non‐generalisable population, suggestions for future research include replication of the principles of transfer to other contexts.
Practical implications from this research include identification of activities that will encourage change agent and leadership activities that are designed to impact on organisational performance.
The originality of this paper relates to identifying barriers to leadership in two different contexts (fields) and using frames to overcome these barriers to performance.
Gray, D. and Williams, S. (2012), "Facilitating educational leadership: using frames to increase action", Leadership & Organization Development Journal, Vol. 33 No. 6, pp. 583-593. https://doi.org/10.1108/01437731211253037Download as .RIS
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