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Article
Publication date: 7 August 2017

Lisette Uiterwijk-Luijk, Meta Krüger, Bonne Zijlstra and Monique Volman

The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude…

Abstract

Purpose

The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader’s inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership.

Design/methodology/approach

Data were collected from questionnaires completed by a sample of 79 school leaders.

Findings

A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude toward inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership.

Practical implications

Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders’ self-efficacy and on fostering leaders’ positive attitude toward inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders.

Originality/value

This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership.

Details

Journal of Educational Administration, vol. 55 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

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Book part
Publication date: 8 November 2010

Meta L. Krüger

The growing knowledge society has caused a change in the meaning of knowledge and learning. In Dutch schools, this creates a demand for evidence-based innovation and…

Abstract

The growing knowledge society has caused a change in the meaning of knowledge and learning. In Dutch schools, this creates a demand for evidence-based innovation and school development and a need for working with data. This chapter focuses on leadership in changing schools including the difference between management (organizing, structuring, and budgeting things that already work); leadership (adapting things that do not run smoothly, stimulating, motivating and empowering people, and communicating vision); and relationship with interactional and transformational leadership. Consequently, inquiry-based leadership is becoming the center of interest internationally (Geijsel, Krüger, & Sleegers, 2010; Luo, 2008). The author presents a conceptual framework for deeper understanding of school leadership in the 21st century – that to be effective in their roles, they must learn how to create inquiry-based cultures in their schools and to continuously learn from data. Finally, the author identifies some challenges for school leaders in coming years and proposes ways that help strengthen their leadership including the professionalization for all leaders oriented to instructional leadership, inquiry-based leadership, higher order thinking and distributed leadership.

Details

Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership
Type: Book
ISBN: 978-0-85724-445-1

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Book part
Publication date: 29 November 2014

R. Martin Reardon

To lead effectively, educational leaders need to be both inquisitive about problems of practice and skilled in devising and implementing collaborative plans of action…

Abstract

To lead effectively, educational leaders need to be both inquisitive about problems of practice and skilled in devising and implementing collaborative plans of action focused on redressing such problems. In response to changes in licensure regulations and criticisms – notably from within the field – that university-based programs have historically graduated ineffective educational leaders who fail to implement mandated reforms, programs have changed to include (a) a focus on the context in which graduates of the program will most likely lead (the local school communities) and (b) the immersion of program participants in a process of inquiry into problems of practice. Internships provide the setting for both these inclusions. Referencing the concept of “elbow learning,” this chapter discusses how the inquiry-based and service learning ideals integrate in Service Leadership Projects (SLPs) conducted during the internship requirement of a university-based educational leadership program in a Mid-Atlantic state in the United States. SLPs are well-designed to enhance the agency of prospective educational leaders, while delivering both tangible and intangible benefits to both the university and the school in which the internship is conducted. SLPs dovetail with a long-standing, state-financed program that supports the development of leaders for public schools.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

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Article
Publication date: 5 September 2008

Angela M. Sutherland and Frances Dodd

The purpose of this paper is to explore the effect of a clinical leadership programme on senior clinicians within National Health Service Lanarkshire, in terms of key…

Abstract

Purpose

The purpose of this paper is to explore the effect of a clinical leadership programme on senior clinicians within National Health Service Lanarkshire, in terms of key constituents for fostering leadership development, specific skills developed and impact this has had on clinical practice.

Design/methodology/approach

A qualitative research design was employed over several stages, involving 44 senior clinical managers, with member validation substantiating findings and thematic analysis used to analyse data collected.

Findings

The programme's impact was evident in acknowledged change to participants' attitude, behaviour and performance with examples conveyed to demonstrate both the effect on clinical practice and perceived organisational benefits gained. The use of role play, scenario planning and enquiry‐based learning approaches were deemed critical in achieving such change.

Research limitations/implications

Time constraints merited two different cohorts being examined simultaneously during the various stages of the programme. A longitudinal study is underway encompassing the evaluations of several cohorts through various stages of the programme to enable time‐based comparisons to be made and enhance the rigour and scrutiny of the programme's impact on clinical practice.

Originality/value

The paper is foremost in determining structure and processes employed on the programme, specific leadership skills developed, subsequent effect on clinical practice and perceived organisational benefits gained but not necessarily contemplated by staff prior to embarking on the programme, such as the emergence of communities of practice.

Details

International Journal of Health Care Quality Assurance, vol. 21 no. 6
Type: Research Article
ISSN: 0952-6862

Keywords

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Book part
Publication date: 6 April 2018

Abstract

Details

Teacher Leadership in Professional Development Schools
Type: Book
ISBN: 978-1-78743-404-2

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Article
Publication date: 7 January 2014

Mohammad A. Chowdhury

The purpose of this paper is to define the necessity of total quality management (TQM) and quality assurance (QA) study into the undergraduate…

Abstract

Purpose

The purpose of this paper is to define the necessity of total quality management (TQM) and quality assurance (QA) study into the undergraduate chemistry/science/engineering curriculum based on the consideration of current declining trend of science education, lack of social, business and technological implications with science, and for students to perceive science knowledge as useful, interesting and relevant.

Design/methodology/approach

The course design is outlined as an integrated and part of the science curriculum where “student-centred” and participative “inquiry-based” learning approaches is suggested to teach TQM and QA.

Findings

TQM and QA provide the opportunity to learn applied science and associated business consequences, enhance student motivation and engagements, improves decision-making and problem-solving abilities. Students become creative, develop thinking capability in a structured and logical way to express views, and evidently their knowledge-building efforts become apparent.

Research limitations/implications

The impetus of the “unit course” design is to focus on the fundamental concepts and understanding of TQM and QA, develop basic knowledge and practices, and explain quality system development and continuous improvement process.

Practical implications

TQM and QA study help students easily accommodate into the workforce; and enhance employability. Students achieve higher awareness of the social implications of science studies, better prepared to become future informed citizens, and take responsibility.

Originality/value

The paper discusses the rationale of TQM and QA study in the undergraduate course, and explains the underlying causes for not being receptive in the higher education. The paper discusses implicated contents and issues related to TQM and QA required to consider for implementation and, in context of the outlined course.

Abstract

Details

Journal of Educational Administration, vol. 51 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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Book part
Publication date: 26 May 2020

Catherine McGregor, Judy Halbert and Linda Kaser

Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work…

Abstract

Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work with a team of British Columbia district leaders who use inquiry as a primary means for shifting practice and supporting innovation and change that benefit all learners. The authors argue that networking enables ways for districts to share emerging practices, engage in collective dialogue, draw from exemplary research, and deeply reflect on impacts. In doing so, leaders build strong relational ties and professional capital that accelerates innovation between and among district leaders. Two specific cases develop a deeper understanding of how change is taken up and accelerated at the local level, providing examples of how inquiry networks operate across multiple sites and simultaneously seed and nurture innovative thinking.

Details

Professional Learning Networks: Facilitating Transformation in Diverse Contexts with Equity-seeking Communities
Type: Book
ISBN: 978-1-78769-894-9

Keywords

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Article
Publication date: 19 July 2019

Sandra L. Furterer, Kellie Schneider, Michael B. Key, Daniel Zalewski and Michael Laudenberger

The purpose of this study is to improve the utilization of walk-in tutors at the University of Dayton.

Abstract

Purpose

The purpose of this study is to improve the utilization of walk-in tutors at the University of Dayton.

Design/methodology/approach

This paper discusses the application of mixed methods participatory action research with the use of the lean six sigma (LSS) define-measure-analyze-improve-control (DMAIC) methodology combined with discrete event simulation to improve the tutoring processes at the University of Dayton.

Findings

The impact of these improvements provided a great balance between tutor utilization and student wait time, and as a result, an increase in pay was negotiated for tutors. Additionally, two schools within the University, Engineering and Business, have seen the value of the tutoring for their students and have provided additional financial support for tutoring services. Specifically, these schools now have dedicated by-appointment tutors for their students.

Originality/value

Incorporating simulation within the LSS methodology provides a “prototype” simulation of the potential solutions prior to changing the process in the real world. This approach can minimize the risk of implementing solutions that are costly or ineffective. The improvement of increased tutor pay helped to demonstrate the university’s commitment to tutors and tutoring. Through continuous improvement efforts, the tutoring department has tripled the number of courses that they support through these enhanced relationships, improved utilization and the overall culture and work environment. The LSS methodology and tools combined with discrete event simulation can be used as a guide for improving other repetitive processes within the university.

Details

International Journal of Lean Six Sigma, vol. 10 no. 4
Type: Research Article
ISSN: 2040-4166

Keywords

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Book part
Publication date: 8 November 2010

Abstract

Details

Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership
Type: Book
ISBN: 978-0-85724-445-1

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