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Mentoring Matters: Addressing Gender Inequity in Japanese Higher Education Through an Online Mentorship Program
Get PDFThe lack of equity and inclusion of women in formal leadership roles in Japan has been heavily criticized for years, including in higher education. This Organizational Improvement Plan presents an actionable plan utilizing an online mentorship program to address the Problem of Practice; the lack of women in positions of formal leadership and the few leadership development opportunities women have within the Learning Center of X University. Analysis identifies the institutional and cultural barriers that women faculty are confronted with, and which prevent their upward career mobility within X University. This change plan views the institution’s learning center through a liberal feminist theory lens and grounds the change solution and implementation through both ethical and transformative leadership approaches, supported by the Fifth Element framework. The Change Path model is utilized to support change with both Appreciative Inquiry and survey feedback applied in the design and implementation of the improvement plan. By mitigating the aforementioned hurdles which have promoted social reproduction, academic status based on sex can finally be addressed and resolved. Iterative cycles of the Plan, Do, Study, Act model is utilized to close the gap between the current state and desired change. The change solution, a professional online mentorship program, facilitates community building and professional development that increases institutional knowledge sharing while elevating and addressing the needs of women faculty. The online mentorship program gives voice to change recipients while mobilizing and creating awareness among change leaders, facilitators and recipients. This results in a more equitable work environment in the Learning Center of X University that improves formal leadership opportunities for not only women educators but all marginalized faculty
Detail, Christ, from Christ and the Solider or W. and E. Wills Memorial Window
No full textLead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1008/thumbnail.jp
Detail, Inscription, from They Shall See His Face or McNab Memorial Window
No full textInscription: THEY / SHALL / SEE / HIS / FACE. To the Glory of God and in Memory of/ FLORENCE C MCNAB / NOV 24, 1925. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1014/thumbnail.jp
Detail 2, Isaac and Rebecca from Isaac and Rebecca or D. and M. Bacon Memorial Window
No full textInscriptions read: Isaac / Rebecca. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1027/thumbnail.jp
Detail 1, Inscription from Blessed Art Thou Among Women or E. AND M. Garrett Memorial Window
No full textInscription: TO THE GLORY OF GOD IN LOVING MEMORY OF / EVELYN GARRETT DIED DEC. 12, 1948 / AND MARK GARRETT DIED JULY 6, 1951 / ERECTED BY THEIRS SONS. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1025/thumbnail.jp
Detail, Inscription from St. Peter or W.J. Robinson Memorial window
No full textVentilator plaque: TO THE GLORY OF GOD AND IN EVER LOVING MEMORY / OF WILLIAM JOHN ROBINSON, M.D. / BORN JULY 24 1858 / MEDICAL SUPERINTENDENT OF THE ONTARIO HOSPITAL / FOR 22 YEARS, WHERE HE DIED SEPT/ 3, 1922. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oateshttps://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_stmarks/1078/thumbnail.jp
Queering Education: Creating Inclusive and Affirming Learning Environments for Sexually Diverse Students
Get PDFThis inquiry draws upon a variety of theoretical perspectives and leadership approaches, including critical and queer theories, and the transformative leadership approach, for the purposes of identifying an appropriate solution to creating inclusive and identity affirming learning environments for sexually diverse students. This inquiry provides insight that will help to further understand the experiences of sexually diverse students in the education system, while exploring strategies for creating learning environments that affords these students value, dignity, and respect. It is proposed that a transformative leadership approach, as it is grounded in social justice efforts, may serve to stimulate the conversation amongst stakeholders, including school leaders, with the goal of transforming the organization into one that responds to the needs of marginalized students, including the sexually diverse. The relevant literature and reflections suggest that schools are categorically heterosexist institutions that exclude sexually diverse students, rendering them inferior, while inflicting significant harm. The findings of this inquiry project have serious implications for the urgency of educational institutions to address the harmful heteronormative and heterosexist practices that are rampant in the school system, while holding such institutions to account
Cultivating Compassion: School Discipline Through a Lens of Equity, Wellbeing, and Decolonization
Get PDFPunitive and exclusionary discipline practices cause harm to elementary aged students weakening their connection to school. Such practices are reactive in nature and fail to understand the needs of students who demonstrate challenging behaviour. This organizational improvement plan provides a framework to reimagine school discipline through a lens of equity, wellbeing, and decolonization. It is an invitation to look under the surface to better understand students who struggle with behaviour in elementary classrooms. The school discussed is a large, suburban public school in British Columbia serving students in kindergarten through to grade seven. A conceptual change model, the transformative wheel, is applied to the problem of practice blending the work of transformative learning theory, compassionate systems leadership, and Indigenous ways of knowing. The change model and suggested strategies align with the BC Teaching Standards and BC Mental Health in Schools Strategy. Three solutions are presented, each built around the development of a school-based learning team or professional learning community and an established vision for change. The solutions include building professional capacity, embracing Indigenous wisdom, and recognizing systemic inequities to improve practice. The chosen solution blends professional development and Indigenous knowledge to create a community of care built on the premise that all children belong, and that school communities benefit when students with challenging behaviour are wrapped in love and support and pulled closer rather than pushed away.
Keywords: School discipline, transformative learning theory, compassionate systems, student behaviour, equity, decolonizatio
Exposing Neoliberalism\u27s Erosion of Special Education in Ontario Schools
Get PDFMy positionality as a critical scholar frames the problem of practice. The POP discusses a lack of transparency stemming from a longstanding hierarchy of influence from the ministry of education to local school boards and then to individual schools. A political, economic and social analysis frames the organizational context which impacts my role and agency within the organization. The organization’s worldview, tied to the ministry’s worldview, undermines student experience, as does both organization’s leadership approach. Using a critical bureaucracy and anti-oppressive theory, this organizational improvement plan investigates the physical and bureaucratic barriers that undermine special education student experience. Critical theory supports the leadership approach to change due to my agency. There is a tethering of neoliberalism, bureaucracy, and ableism that all intersect in this organizational improvement plan. The framework for leading the change process uses the zone of mediation as a framework for change. The leadership and humility change model is used to propel change as it aligns with the theoretical framing of this organization improvement plan. This organizational improvement plan uses an adapted community analysis model to assess readiness for change. Three options to address solutions to the POP are investigated with a preferred solution, an equity audit, selected. As a change facilitator, the support for change will be explored through servant, transformative and advocacy leadership theories. The change implementation plan uses a spiral of inquiry to monitor the change process, and communicating the change process occurs through tailoring messages to the various audience, aligning with the servant-leadership approach.
Keywords: neoliberalism, critical bureaucracy theory, anti-oppressive theory, leadership and humility change model, servant-leadership, transformational-leadership, advocacy-leadership, special educatio
Kotter\u27s Model for Change and Distributed Leadership: A Multifaceted Approach for Canadian Colleges to Become Less Reliant on Operating Grant Funding
Get PDFThe emergence of performance-based frameworks for funding and declining government operating grant funding are contemporary challenges for Canadian public higher education institutions. Operating grants are a sizable portion of the funding institutions receive from the provincial government, and continued conditions on and declines in these grants pose significant risks to the sustainability and viability of these public institutions. Higher education institutions today need to become less reliant on government funds while remaining aligned with mandates to provide the programs and services necessary to meet the needs of the regions and communities they serve. Frontier College (a pseudonym) has revenue diversification strategies in place, but these strategies were developed with individual departmental needs in mind rather than an institutional focus. This Organizational Improvement Plan demonstrates how a distributed leadership approach with an iterative implementation of Kotter’s eight-step model for change can be used to institutionalize the college’s revenue diversification strategies. Because revenue diversification strategies may involve entrepreneurial activity that is outside typical college operations, the change initiative will be led through the lens of equity, diversity, inclusivity, and decolonization to ensure that all initiatives align with Frontier College’s strategic plan without compromising the institution’s mandates, vision, or mission. This plan also demonstrates how a balanced scorecard can be used as an effective monitoring, evaluation, and communication tool throughout the change process, allowing leaders to collaborate with employees to adjust, amend, and alter plans as they revisit Kotter’s steps together to successfully embed the change within the college’s culture