128 research outputs found
Not enough science or not enough learning? Exploring the gaps between leadership theory and practice
No full textThis paper addresses the relationships between leadership theory, practice and development, drawing on both the higher education and wider leadership literature. It explores why challenges and problems exist within the contested field of leadership theory and why gaps remain between theory and practice after more than a century of research – and indeed, with increasing levels of research, scholarship and development in the last 25 years. After highlighting the importance of context for theory, practice and development, the first section of the paper examines a range of factors that contribute to theoretical ‘contests’ including different starting assumptions made by researchers, the different focus of studies, examination of different causal links to explain leadership, differences in values and cultural lenses and different constructs, terminology and perspectives. The second section examines the challenges faced by leadership practitioners, as individuals, and through exercising leadership as a collective responsibility in the context of changing operating environments within higher education institutions and across sectors and countries. The author highlights three areas where some re-thinking of the links between theory and practice are necessary – at the input stage, linking research findings and recruitment practices; in terms of outcomes, by researching links between leaders, leadership and performance; and in process terms, to examine more deeply complex and relational dynamic of leadership in action. The third section offers a number of specific suggestions as to how closer alignment between theory, practice and development can be achieved. The paper concludes by arguing for greater maturity (in research, practice and development) that acknowledges that leadership is played out in complex, dynamic and changing social systems. A stronger emphasis on ‘leadership learning’ should deliver both better science and better outcomes for leaders and led in higher education
Introducing More Systematic Quality Assurance Arrangements for Course Approval and Review
No full textPerspectives on Global University Networks
No full textGlobal networks are proliferating and diversifying between higher education providers and other sectors and groups. Some authors suggest this represents a process of de-nationalization, others that approaches to internationalization that de-nationalize the university will fail. Looking to the past, establishing international consortia and networks appears to have been a response to a range of major structural challenges affecting higher education. Some of these resonate today, but there are also new competitive challenges that encourage institutions to join networks or align themselves with partners for competitive advantage, for substantive and reputational gains. The consortia and networks that exist today illustrate both diversity and coalescence around multiple themes. These include functional and activity-based themes as well as shared interests and values. The question of sustainability over time remains as some networks have survived decades while others have disappeared. Those that recognise cultural, political and intellectual differences and the need to achieve mutual benefits are more likely to be sustainable.</jats:p
Changing internal governance: are leadership roles and management structures in United Kingdom universities fit for the future?
No full textUK Teaching Quality Under the Microscope: What are the Drivers?
No full textUnder the newly elected government in the UK (May 2015), sweeping changes to quality assurance and the regulatory system for higher education are proposed in England. Proposals include a new emphasis on ‘teaching excellence’ to balance a long-term emphasis on measuring ‘research excellence’ and further marketization. The UK higher education system has had a strong reputation for quality over decades, so international observers may speculate on the rationale for the government’s proposals. This article explores some of the underlying political, economic and social drivers behind the government’s proposals.
Changing internal governance: a discussion of leadership roles and management structures in UK universities
No full textA challenging journey: from leadership courses to leadership foundation for higher education
No full textSustaining leadership in challenging times
No full textSome governments hit by recession have chosen to invest in higher education as part of long-term economic and social development and international competitiveness agendas; others have opted for a route of cuts, financial stringency and contraction of their higher education systems. This article explores challenges to leadership in the latter context. Different types of institutional responses are examined in terms of three categories: reactive, adaptive and generative, first in terms of the nature of responses and second in relation to three institutional case studies. The higher education responses are then compared with the responses – and associated leadership lessons – that have been compiled from other sectors. Different forms of leadership development are also helping leaders to meet the challenges at individual, team and organisational levels, within and across countries and sectors.
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Changing conceptions of academic standards
No full textThis is the fourth in a series of reports published by the Quality Support Centre (QSC) of the Open University on issues concerned with quality in higher education.
Introduction: the standards debate - John Brennan
Academic Standards and the External Examiner System - Harold Silver and Ruth Williams
Standards and Employment - Malcolm Frazer
Degree Standards and Quality Assurance - a discussion - Robin Middlehurs
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