Search results

1 – 10 of over 19000
Article
Publication date: 28 July 2023

Mohamed Abdeltawab Ibrahim, Arnida Abdullah, Ismi Arif Ismail and Soaib Asimiran

This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance…

Abstract

Purpose

This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance (IEF) in two public universities in Saudi Arabia.

Design/methodology/approach

This study used a qualitative approach, using a case study methodology that focused on two meticulously chosen universities in Saudi Arabia. A total of 21 academics from two public universities in Saudi Arabia who worked in IEF schools were selected for semi-structured interviews.

Findings

The findings showed that two universities in Saudi Arabia that offer degrees in IEF exhibited limited instructional leadership. The findings indicate four apparent barriers that may explain the lack of involvement in instructional leadership and fair practices in the IEF curriculum at Saudi Arabian universities. According to this study, a positive collegial climate in Saudi universities’ IEF promotes shared instructional leadership.

Research limitations/implications

The use of a limited qualitative method and small sample of respondents in this study may not provide enough evidence to generalise the findings to all universities and higher education schools in Saudi Arabia. Although a case study was used to describe IEF curriculum management and implementation at the two universities, caution should be exercised when applying these findings to other institutions.

Practical implications

IEF schools in Saudi universities need to leverage their positive, collaborative and relationship-building environments to develop activities that promote shared instructional leadership.

Originality/value

The research findings can offer valuable insights and examples for school leaders to develop instructional activities and promote the concept of “shared instructional leadership”. This approach involves delegating responsibilities and actions to others to enhance the IEF curriculum’s quality. Policymakers and university officials can use these findings to enhance strategic policies.

Details

International Journal of Islamic and Middle Eastern Finance and Management, vol. 16 no. 6
Type: Research Article
ISSN: 1753-8394

Keywords

Book part
Publication date: 21 May 2019

John N. Moye

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to…

Abstract

Chapter Summary

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

Details

Learning Differentiated Curriculum Design in Higher Education
Type: Book
ISBN: 978-1-83867-117-4

Book part
Publication date: 21 May 2019

John N. Moye

In this chapter, each of the completed models of curriculum is presented and evaluated using criteria from the attributes of effective curricula discussed in Chapter 1…

Abstract

Chapter Summary

In this chapter, each of the completed models of curriculum is presented and evaluated using criteria from the attributes of effective curricula discussed in Chapter 1. Explanations of the design strategies that are used to demonstrate each attribute in a differentiated manner are included. The evaluation process provides an evaluation methodology to demonstrate the effectiveness of each model of a curriculum in a credible and trustworthy way.

In the previous chapters, the individual parts of the curricula were configured, aligned, and interconnected to deliver specific outcomes in each learning module. In this chapter, the components of each curriculum are assembled into one table to exhibit the order contained within each learning module within the overall curriculum. The standards for curricular attributes adopted at the beginning of the design process are the criteria for the evaluation of the completed curriculum. The strategies used to configure the components of each curriculum provide evidence of the curriculum’s characteristics, which demonstrate compliance with each criterion.

The evaluation of these attributes within a curriculum serves several purposes. First, they provide a checklist to guide the design process toward curricula that reflect these standards as developed by the profession of curriculum design in higher education. Second, they provide a measurement of the attributes of the curriculum to demonstrate the compliance of each curricular design with conventional standards. Third, these measurements can be compared with other institutional data to uncover correlations between the design assumptions and learner performance. These correlations often reveal unanticipated results, which inform the effectiveness of the instructional system.

These criteria are applied to the evaluation of the curriculum for each module to demonstrate the diverse manner in which each can be achieved in a discipline-specific manner. The compliance with these criteria is explained to be a matter of demonstration, as used in the discipline of qualitative research. These qualitative evaluations can then be compared with other operational data to understand the effectiveness of the design assumptions for each curriculum.

Details

Learning Differentiated Curriculum Design in Higher Education
Type: Book
ISBN: 978-1-83867-117-4

Article
Publication date: 5 September 2018

Ross I. Lamont and Ann L.N. Chapman

There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General…

Abstract

Purpose

There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level.

Design/methodology/approach

This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest.

Findings

This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education.

Originality/value

This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.

Details

Leadership in Health Services, vol. 32 no. 3
Type: Research Article
ISSN: 1751-1879

Keywords

Book part
Publication date: 26 November 2018

Yulia Tolstikov-Mast, Franziska Bieri, Jennie L. Walker, Alicia Wireman and Vlad Vaiman

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on…

Abstract

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.

Article
Publication date: 7 May 2019

Xi Bei Xiong, Cher Ping Lim and Shi Qi Liu

Teacher education programmes are critical in developing pre-service teachers’ competencies during the apprenticeship phase (Lim et al., 2010), whereas there is evidence indicating…

Abstract

Purpose

Teacher education programmes are critical in developing pre-service teachers’ competencies during the apprenticeship phase (Lim et al., 2010), whereas there is evidence indicating that teacher education programmes depend on curriculum leadership (Robinson et al., 2008). The purpose of this paper is to explore the ways in which curriculum leaders enact their curriculum leadership to enhance teacher education programmes in a context of a normal university in Mainland China.

Design/methodology/approach

In this paper, three groups of curriculum leaders, from university, faculty and classroom level, respectively, are interviewed.

Findings

This study highlights the significance of curriculum leadership in teacher education programmes enhancement in China, particularly the significant impacts from curriculum leaders’ involvement on the programme processes of planning, implementation and evaluation.

Research limitations/implications

Implications for research include a conceptualization of curriculum leadership in teacher education and pre-service teachers’ training in China, and a theoretical integration of curriculum leadership and the enhancement of teacher education programmes.

Originality/value

Implications for practice regard to restructuring curriculum leadership system and informing curriculum leadership practices, not only in Asian countries, but might be able to shed light on the curriculum leadership development in a range of educational contexts either similar to or different from that of Mainland China. This study thus would contribute to several areas of research.

Details

Asian Education and Development Studies, vol. 9 no. 1
Type: Research Article
ISSN: 2046-3162

Keywords

Book part
Publication date: 13 July 2020

Adriadi Novawan and Siti Aisyiyah

This chapter presents a reflective study on the role of leadership in curriculum changes in Indonesian higher education. It was based on case studies carried out in 2012 and 2014…

Abstract

This chapter presents a reflective study on the role of leadership in curriculum changes in Indonesian higher education. It was based on case studies carried out in 2012 and 2014 at Politeknik Negeri Jember (POLIJE), a vocational higher education institution (HEI) that was selected by the Ministry of Research, Technology and Higher Education of Indonesia as a pilot project implementation of the newly established Indonesian Qualification Framework. It describes the theoretical and contextual background of the study that was inseparable with the growing concern on globalization, internationalization, and democratization of HEIs worldwide. Meanwhile, curriculum changes since 1961 demonstrated the dynamic of the curriculum, which signified either the development of national education or instabilities in the individual HEIs. These signify the breadth, depth, and the contexts of ESD curriculum development in Indonesian HEIs, which confronted the leaders or managers with the complexity. This requires effective functions related to the change strategy and shared roles between the top and middle leaders in coping with the leadership, managerial, and academic issues within an interdisciplinary setting. In this top-down change, the intention to adopt the transformational leadership model was obvious in the level of top leaders, while in the middle leadership, practices were less hierarchical. The leaders both in the top and the middle levels had complemented to each other with low attention on the notion of organizational learning. In light of sustainable education, the notion of organizational learning gives the foundation for successful change and sustainable organizational development. It is because the best performance of an institution will strongly be influenced by the quality of investment in the capacity development of both the leaders and staff.

Article
Publication date: 9 November 2023

Mei Yuan Law

This research aims to investigate the leadership strategies employed by two higher education institutions in Malaysia as they navigated the shift to online delivery of their…

Abstract

Purpose

This research aims to investigate the leadership strategies employed by two higher education institutions in Malaysia as they navigated the shift to online delivery of their computer science programs in response to the demands of Education 4.0.

Design/methodology/approach

A phenomenological, comparative case study approach was used to delve into the leadership and management practices of these institutions during the transition to online learning. Data were collected through interviews and document analysis.

Findings

This study explores the leadership strategies employed by two higher education institutions in Malaysia during their transition to online learning due to the COVID-19 pandemic. Five key themes emerged from the data: leadership and team coordination, training and skill development, adaptation to new assessment methods, resource management and work culture and environment. Both institutions demonstrated effective leadership, continuous training and adaptability in assessment methods. However, differences were noted in resource management and work culture. Institution A's leader had to liaise with various departments and personally invest in equipment, while Institution B was already well-equipped. The work culture at Institution A demonstrated flexibility and mutual understanding, while Institution B used key performance indicators to measure progress. Despite these differences, both leaders successfully managed the shift to online teaching, underscoring the importance of effective leadership, continuous training, flexibility, resource management and a supportive work culture in managing change. The study also highlighted the distinct roles of curriculum leaders in both institutions, with Institution A's leader focusing on multiple activities, while Institution B's leader was able to focus solely on curriculum change due to their institution's preparedness.

Research limitations/implications

This study provides a rich, qualitative exploration of the strategies and challenges faced by program leaders in managing the shift to online teaching during the COVID-19 pandemic. Future research could build on these findings by conducting similar studies in other educational contexts or countries to compare and contrast the strategies and challenges faced by program leaders. Additionally, future research could also employ quantitative methods to measure the effectiveness of different strategies in managing the shift to online teaching. This could provide a more comprehensive understanding of the factors that contribute to successful change management in educational institutions.

Practical implications

This study provides valuable insights for program leaders, educators and policymakers in managing change in educational institutions. The themes identified in this study – effective leadership, continuous training and skill development, flexibility in adapting to new assessment methods, effective resource management and a supportive work culture and environment – can serve as a guide for program leaders in managing future changes in their institutions. Moreover, the strategies employed by the program leaders in this study, such as forming a powerful coalition, providing training on online tools and prioritizing student welfare, can be adopted or adapted by other program leaders in managing change.

Originality/value

This study presents a unique contribution to the existing literature by offering a comparative analysis of change management strategies in two distinct educational institutions during the shift to online teaching due to the COVID-19 pandemic. It uncovers the nuanced differences in leadership styles, resource management and pedagogical adaptations, providing a rich, context-specific understanding of the change process. The study fills a research gap by examining the practical application of Kotter's 8-Step Change Model and the McKinsey 7S Model in real-world educational settings. The findings offer valuable insights for other institutions navigating similar changes, thereby extending the practical and theoretical understanding of change management in higher education.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 11 April 2018

Sandra Turner, Ming-Ka Chan, Judy McKimm, Graham Dickson and Timothy Shaw

Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks…

Abstract

Purpose

Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks for medical leadership guide curriculum development in this area. Explicit discipline-linked competency sets and programmes provide context for learning and likely enhance specialty trainees’ capability for leadership at all levels. The aim of this review was to summarise the scholarly literature available around medical specialty-specific competency-based curricula for leadership in the post-graduate training space.

Design/methodology/approach

A systematic literature search method was applied using the Medline, EMBASE and ERIC (education) online databases. Documents were reviewed for a complete match to the research question. Partial matches to the study topic were noted for comparison.

Findings

In this study, 39 articles were retrieved in full text for detailed examination, of which 32 did not comply with the full inclusion criteria. Seven articles defining discipline-linked competencies/curricula specific to medical leadership training were identified. These related to the areas of emergency medicine, general practice, maternal and child health, obstetrics and gynaecology, pathology, radiology and radiation oncology. Leadership interventions were critiqued in relation to key features of their design, development and content, with reference to modern leadership concepts.

Practical implications

There is limited discipline-specific guidance for the learning and teaching of leadership within medical specialty training programmes. The competency sets identified through this review may aid the development of learning interventions and tools for other medical disciplines.

Originality/value

The findings of this study provide a baseline for the further development, implementation and evaluation work required to embed leadership learning across all medical specialty training programmes.

Details

Leadership in Health Services, vol. 31 no. 2
Type: Research Article
ISSN: 1751-1879

Keywords

Article
Publication date: 12 September 2016

Toby Greany and Joanne Waterhouse

The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides…

1998

Abstract

Purpose

The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation.

Design/methodology/approach

An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum.

Findings

While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”.

Research limitations/implications

The empirical findings are preliminary and based on a small convenience sample.

Originality/value

Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.

Details

International Journal of Educational Management, vol. 30 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

1 – 10 of over 19000