An overview of my case study research into the emergence of leadership within university STEM departments (Southeast R1 institution) working to shift to more learner-centered teaching practices.
Keywords: Relational Leadership Theory, Knowledge Life Cycle, organizational learning, complexity theory, learner-centered teaching, higher education, STEM education
Putting Theory to Work: Comparing theoretical perspectives on academic practi...John Hannon
As research into teaching, learning and professional development has shifted beyond cognitive and individually focussed accounts (Fenwick & Edwards, 2016; Peseta, Kligyte, Smith & McLean, 2016), what begins to surface are the negotiations, interdependencies and collectives inherent in academic work environments. These emergent socialities can be analysed by drawing on the rich conceptual resources of sociology that are used to explore complex issues in higher education. Yet sociology encompasses distinct traditions, concepts and methodologies that are rarely brought to comparative analysis in higher education or examined for their relative commensurability. In this chapter we attempt such a comparative endeavour, focussing on academics in a disciplinary collective and the resources they call upon in their professional development as university teachers, and in their response to organisational change.
Wendy McMillan's poster at the Propel Conference, Stirling, June 2014Brenda Leibowitz
The document discusses a study that used complexity theory to understand the university teaching and learning system. It interviewed a lecturer to understand the constraints and enablements related to teaching. The study found that constraints and enablements were produced through the interrelationships between different parts of the system, including communities of practice, academic freedom, development opportunities, supportive management, and vision documents. These interrelationships both disrupt existing practices and enable new opportunities for teaching development.
A complex process approach to organisational changePhilwood
This document provides an overview of a complex process approach to organizational change, particularly in educational institutions. It discusses how traditional managerialist approaches to change oversimplify organizational complexity. A complex process approach recognizes that organizations are complex systems consisting of interacting parts. Change involves different processes like adaptation, fine-tuning, new directions, and transformation. It also acknowledges that change occurs through both planned and emergent processes. The document advocates for building organizational capacity for change through principles like diversity, decentralized control, enabling constraints, and professionalism rather than technical compliance.
This document provides an overview of communities of practice theory, including its antecedents, early and middle stages of development, applications, and critiques. It traces the theory from its origins in situated learning to its focus on identity development through participation in a community. Key aspects include legitimate peripheral participation, modes of identification within a community, and using the framework to analyze professional learning and healthcare collaborations. Critiques address issues like operationalizing identity and overlooking power dynamics.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
To continue to compete in an increasingly competitive world, increasing demands are imposed on higher educational organizations. This has consequences for, among others, the way in which (faculty) academic middle managers and educational administrators cooperate. This paper analyses the characteristics and relationships between the (faculty) academic middle managers and the educational administrators. On the basis of a literature review and thirty-one interviews, four types of managerial-administrative relationships within the faculty will be distinguished. Then, the different forms of cooperation between academic middle managers and educational administrators that arise from these four types of relationships will be discussed. Based on this, five different factors will be identified that are of great importance for a successful cooperation between academic middle managers and educational administrators. The most important conclusion is that universities often lack a fundamentally substantive conversation between academic middle managers and educational administrators about ideas on governance and guidance within the faculty community. The lack of discourse regularly leads to dissatisfaction and causes conflicts and malfunctioning.
Putting Theory to Work: Comparing theoretical perspectives on academic practi...John Hannon
As research into teaching, learning and professional development has shifted beyond cognitive and individually focussed accounts (Fenwick & Edwards, 2016; Peseta, Kligyte, Smith & McLean, 2016), what begins to surface are the negotiations, interdependencies and collectives inherent in academic work environments. These emergent socialities can be analysed by drawing on the rich conceptual resources of sociology that are used to explore complex issues in higher education. Yet sociology encompasses distinct traditions, concepts and methodologies that are rarely brought to comparative analysis in higher education or examined for their relative commensurability. In this chapter we attempt such a comparative endeavour, focussing on academics in a disciplinary collective and the resources they call upon in their professional development as university teachers, and in their response to organisational change.
Wendy McMillan's poster at the Propel Conference, Stirling, June 2014Brenda Leibowitz
The document discusses a study that used complexity theory to understand the university teaching and learning system. It interviewed a lecturer to understand the constraints and enablements related to teaching. The study found that constraints and enablements were produced through the interrelationships between different parts of the system, including communities of practice, academic freedom, development opportunities, supportive management, and vision documents. These interrelationships both disrupt existing practices and enable new opportunities for teaching development.
A complex process approach to organisational changePhilwood
This document provides an overview of a complex process approach to organizational change, particularly in educational institutions. It discusses how traditional managerialist approaches to change oversimplify organizational complexity. A complex process approach recognizes that organizations are complex systems consisting of interacting parts. Change involves different processes like adaptation, fine-tuning, new directions, and transformation. It also acknowledges that change occurs through both planned and emergent processes. The document advocates for building organizational capacity for change through principles like diversity, decentralized control, enabling constraints, and professionalism rather than technical compliance.
This document provides an overview of communities of practice theory, including its antecedents, early and middle stages of development, applications, and critiques. It traces the theory from its origins in situated learning to its focus on identity development through participation in a community. Key aspects include legitimate peripheral participation, modes of identification within a community, and using the framework to analyze professional learning and healthcare collaborations. Critiques address issues like operationalizing identity and overlooking power dynamics.
Challenges in leading and managing people in educational institutions are worthwhile indicators that require constant checks and adjustments. These verifications are necessary because humans are complex beings and whose thinking faculties are not fixed and often guided by situational and environmental factors. Consequently, they must have divergent views which may pose unpredictable problems to administrators. Only very smart and ardent leaders maybe quick to detect, withstand and overcome such inevitables. The need for such challenges to be identified and controlled before they galvanize subordinates into negative behavioral tendencies cannot be under-estimated. This paper therefore examined possible challenges which may manifest as impediments or hindrances to the effective leading and managing of people in educational institutions in Cameroon. A number of challenges were examined and discussed in the paper. Suggestions for ways of checking and controlling the challenges have been made to serve as a reservoir of checks and guides for school administrators and leaders. The paper cautions school managers to be tactful and apply modern charismatic approaches in the control, directing of staff and managing of their institutions.
To continue to compete in an increasingly competitive world, increasing demands are imposed on higher educational organizations. This has consequences for, among others, the way in which (faculty) academic middle managers and educational administrators cooperate. This paper analyses the characteristics and relationships between the (faculty) academic middle managers and the educational administrators. On the basis of a literature review and thirty-one interviews, four types of managerial-administrative relationships within the faculty will be distinguished. Then, the different forms of cooperation between academic middle managers and educational administrators that arise from these four types of relationships will be discussed. Based on this, five different factors will be identified that are of great importance for a successful cooperation between academic middle managers and educational administrators. The most important conclusion is that universities often lack a fundamentally substantive conversation between academic middle managers and educational administrators about ideas on governance and guidance within the faculty community. The lack of discourse regularly leads to dissatisfaction and causes conflicts and malfunctioning.
“Organizational Psychology Theoretical Presentation of Ethical principles for...JJ1968
This document provides an undergraduate thesis in psychology that examines organizational psychology theories and presents ethical principles for college/university students. It discusses topics like social psychology, educational psychology, teacher education, organizational behavior, and effectiveness. The thesis aims to answer five research questions regarding organizational problems affecting students, relevant fields of study, making student perceptions significant, presenting ethical principles, and how student perceptions understand school organizational effectiveness. It provides literature on identification with organizations and effectiveness, reviews related frameworks, and discusses the research methodology used to analyze data from colleges and universities in Camarines Sur, Philippines.
This document summarizes Michael Fullan's views on developing leadership for sustainability in educational systems. Fullan argues that to drive deeper reforms, systems need "system thinkers in action" who can work within their own schools/organizations while also connecting to the larger system. He identifies eight elements of sustainability: public service/moral purpose; commitment to changing contexts at all levels; lateral capacity building through networks; new co-dependent vertical relationships; deep learning; commitment to short and long-term results; cyclical energizing; and leveraging leadership. Fullan discusses strategies like developing lateral networks, integrating self-evaluation and external accountability, reducing fear to promote innovation, and ensuring data is used to support continuous learning and improvement across all levels
Using Social Network Analysis to Examine Leadership Capacity within a Central Office Administrative Team .. 1
Robert M. Hill, Ed.D. and Barbara N. Martin, Ed.D.
Implementation of a Teaching and Learning Model: Institutional, Programme and Discipline level at a University
of Technology in South Africa. ........................................................................................................................................... 20
Dr Pauline Machika
Effects of Bioethics Integration on the Critical Thinking and Decision-Making Skills of High School Students..... 32
Sally B. Gutierez and Rosanelia T.Yangco
Effects of Tissue Properties on OJT for Japanese Elementary School Teachers ........................................................... 43
Masaaki Murakami
Revising the Imaginative Capability and Creative Capability Scales: Testing the Relationship between
Imagination and Creativity among Agriculture Students............................................................................................... 57
Yuling Hsu, Li-Pei Peng, Jiun-Hao Wang and Chaoyun Liang
The Relationship between Upper Intermediate EFL Learners’ Critical Thinking and Their Listening
Comprehension Ability........................................................................................................................................................ 71
Samane Naderi and Hamid Ashraf
Buying Our Lives with a Riddle:1 Adaptation as the “Female-Other” Perspective .................................................... 81
Lekan Balogun
14Module Eight Communication, Socialization and Culture in Or.docxfelicidaddinwoodie
14
Module Eight: Communication, Socialization and Culture in Organizations
Objectives: Candidates will acquire knowledge of group communication and organizational patterns of communication (skill). They will learn to manage their professional activities better within an organizational context by improving their understanding of group dynamics (skill). They will recognize that group behavior is the medium for organizational culture and practice.
Key Concepts: Organization, organizational communication, communication flow, gatekeeper, communication networks, formal and informal communication, organizational culture, grapevine, subaltern, informational/cybernetic models of organizations, goal displacement, scientific management, Taylorism, fantasy themes, thick description, similes, subaltern,
Blackboard Discussion: Describe the informal network of information–grapevine–in your organization from the perspective of what gets communicated, to whom, when and for what reason? How important is the grapevine to your job? How is your professional identity shaped by the grapevine? Can you afford to ignore the grapevine in your school? (What are the positive and negative consequences if you do?) What impact does the information in the grapevine have on your classroom?
On-line Activities: Please read Becker, The Dehumanized World (found in Course Documents). What is his main point? (Hint: Consider the qualities of language discussed in week two of the course as well as the content of this week’s module.). More specifically, why is the concept of reification important to anyone who works in an organization. Why are we reading his work in this module on organizational communication and culture?
Assignment(s) for Week Eight: Find an example of a locally produced official document (policy, clarification of policy from your principal, memo to all staff from district, school newsletter, email from another teacher). Consider how this/these documents promote specific social, task or procedural norms. Examine how identities are constructed in the document (what are they saying about “who” you are. What are the overt and hidden assumptions regarding what management, teachers, students and parents are supposed to do (role expectations)?
Consider how they encourage or discourage a culture of civility by the report and command or content/relational messages given off.
Readings: Chapter 13, Informative Speaking, (pp. 396-415)
Introduction to Module Eight:
One of the objectives in this course according to the course description is that candidates will understand the dynamics of interpersonal communication in educational structures. For much of this course we have been exploring the interpersonal against the backdrop of the organizational, but we have not focused specifically on the organizational forms of communication, common to most institutions, such as schools. Probably every single one of us knows something about working in an organization. Most o ...
This document discusses peer leadership in student leadership programs. It begins with an overview of emergent leadership theories that emphasize leadership as a collaborative process rather than one focused on individual leaders. Research shows peer interaction is important for leadership development in college students. The use of peer educators can benefit leadership programs by providing experiential learning for peer leaders and a support system for other students. Programs may incorporate peer leadership through peer leadership councils, mentoring programs, orientation leaders, and teaching leadership course content to other students.
This document discusses different perspectives on organizational behavior and educational organizations. It contrasts bureaucratic and human resource development (HRD) views. The bureaucratic view emphasizes top-down control through strict hierarchy, rules, and supervision. The HRD view sees the environment and culture as influencing behavior, and emphasizes participation, shared values, and allowing autonomy. Theories X and Y and Likert's management systems are discussed as framing different assumptions about human motivation and participation in organizations.
Middle level managers at Wolaita Sodo University in Ethiopia play an important role in the university's leadership, governance, and organizational performance. The study investigated the relationship between the quality of leadership provided by middle level managers (such as deans, department heads, and coordinators) and the university's governance and performance. Survey results from 61 middle level managers showed that leadership quality and good governance were positively correlated with achieving organizational goals and performance outcomes. The researchers recommended improvements to ensure efficient purchasing, property management, and accountability in order to enhance organizational performance.
ILA presentation on leadership as praxisEric Kaufman
Leadership scholars have called for public leadership research to go beyond the traditional case study method, yet there is limited guidance on how to enact such research. This session will highlight praxis-oriented leadership research, through the lens of Raelin’s (2019) leadership-as-practice (L-A-P) framework. We will draw upon insights from a multi-year cooperative agreement with the Department of Defense Education Activity (DoDEA), as they worked to restructure and enhance the organization’s leadership. Reflection upon the experience yields a more clear vision for public leadership research that embodies mutual learning, deep understanding, and collaborative action—for the betterment of all involved.
Empirical investigation of factors influencing faculty followership’sMohammed Musah
This document describes a study that aimed to test the psychometric properties of the Romance of Leadership Scale (RLS) and investigate factors influencing faculty followership's perception of institutional leaders in Malaysian institutions of higher learning. An online survey using the 32-item RLS was distributed to faculty members at 16 public universities. The study hypothesized that the RLS would demonstrate valid and reliable three-factor structure in the Malaysian context. Demographic information and RLS responses were collected from 434 faculty members. Preliminary analyses of the data were conducted to examine the sample characteristics and properties of the RLS.
This document discusses the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
The document summarizes a symposium on complexity and education that was held in August 2005. It discusses two areas of study on complexity in education: how to help students understand complexity and studying educational systems as complex systems. The symposium focused on applying complexity theory to model educational systems and efforts at systemic reform. Presentations covered topics like social network analysis, examining resource exchange through interactions, and using simulations to understand costs of time away from learning.
Chris Argyris is known for his theories on organizational learning and effectiveness. He coined the term "action science" which examines how people interact within organizations. Argyris developed theories of single-loop and double-loop learning, where single-loop focuses on techniques and double-loop leads to shifts in strategies and framing of consequences. Double-loop learning can be applied to school administration to promote organizational effectiveness through reviewing and changing practices. While the theory focuses on interactions, it can also support technology integration to enhance teaching and learning. However, the distinction between single and double-loop learning is sometimes vague.
This document summarizes a study on the barriers to evidence-based practice in child protection social work. The study found the top barriers were lack of time, an organizational culture that does not support evidence-based practice, and lack of relevant literature. Other barriers included lack of critical research appraisal skills, lack of IT skills, and lack of access to IT facilities and literature. The study concluded that moving beyond individual and organizational learning towards understanding the social and political contexts of professional learning is needed.
A Study About The Leadership Styles Of Public And Private SchoolsJim Jimenez
This study examined the relationship between task-oriented and people-oriented leadership styles of principals in public and private schools in Lahore, Pakistan. Data was collected through surveys from 149 principals, 85 from public schools and 64 from private schools. Factor analysis revealed two dimensions of leadership styles: task orientation and people orientation. Results showed private school principals were more task-oriented and people-oriented than public school principals. Public school principals exhibited a more laissez-faire leadership style. The study provides insight into differences in leadership styles between public and private school principals.
This study investigated distributed leadership practices and system differentiation strategies related to technology integration in three Singapore schools. The schools achieved different levels of technology outcomes and were integrating technology on different scales. One school adopted a top-down leadership approach, while the other two demonstrated distributed leadership. Of these, one adopted a segmented differentiation strategy while the other used functional differentiation. The variations in leadership practices seemed associated with the complexity of technology integration at each school. A survey found the school integrating technology most widely and complexly achieved the highest student outcomes in using technology for self-directed and collaborative learning.
This document discusses leadership in the field of instructional technology. It profiles 4 leaders in the field: David Jonassen, Peggy Ertmer, Robert Reiser, and Barbara Lockee. It summarizes their research interests and contributions, including Jonassen's work in problem solving pedagogy, Ertmer's research on student-centered instruction and technology integration, Reiser's history of instructional design and evaluation of web-based instruction, and Lockee's research on distance learning strategies and tools. The document also discusses theories of transactional and transformational leadership as well as the characteristics of effective technology leaders.
A Systematic Literature Review of Servant Leadership Theoryi.docxransayo
A Systematic Literature Review of Servant Leadership Theory
in Organizational Contexts
Denise Linda Parris • Jon Welty Peachey
Received: 20 February 2012 / Accepted: 8 April 2012 / Published online: 22 April 2012
� Springer Science+Business Media B.V. 2012
Abstract A new research area linked to ethics, virtues,
and morality is servant leadership. Scholars are currently
seeking publication outlets as critics debate whether this
new leadership theory is significantly distinct, viable, and
valuable for organizational success. The aim of this study
was to identify empirical studies that explored servant
leadership theory by engaging a sample population in order
to assess and synthesize the mechanisms, outcomes, and
impacts of servant leadership. Thus, we sought to provide
an evidence-informed answer to how does servant leader-
ship work, and how can we apply it? We conducted a sys-
tematic literature review (SLR), a methodology adopted
from the medical sciences to synthesize research in a sys-
tematic, transparent, and reproducible manner. A disci-
plined screening process resulted in a final sample
population of 39 appropriate studies. The synthesis of these
empirical studies revealed: (a) there is no consensus on the
definition of servant leadership; (b) servant leadership
theory is being investigated across a variety of contexts,
cultures, and themes; (c) researchers are using multiple
measures to explore servant leadership; and (d) servant
leadership is a viable leadership theory that helps organi-
zations and improves the well-being of followers. This
study contributes to the development of servant leadership
theory and practice. In addition, this study contributes to the
methodology for conducting SLRs in the field of manage-
ment, highlighting an effective method for mapping out
thematically, and viewing holistically, new research topics.
We conclude by offering suggestions for future research.
Keywords Leadership � Leadership theory � Servant
leadership � Systematic literature review
Introduction
Leadership is one of the most comprehensively researched
social influence processes in the behavioral sciences. This is
because the success of all economic, political, and organi-
zational systems depends on the effective and efficient
guidance of the leaders of these systems (Barrow 1977). A
critical factor to understanding the success of an organiza-
tion, then, is to study its leaders. Leadership is a skill used to
influence followers in an organization to work enthusiasti-
cally towards goals specifically identified for the common
good (Barrow 1977; Cyert 2006; Plsek and Wilson 2001).
Great leaders create a vision for an organization, articulate
the vision to the followers, build a shared vision, craft a path
to achieve the vision, and guide their organizations into new
directions (Banutu-Gomez and Banutu-Gomez 2007; Kotter
2001). According to Schneider (1987), the most important
part in build.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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“Organizational Psychology Theoretical Presentation of Ethical principles for...JJ1968
This document provides an undergraduate thesis in psychology that examines organizational psychology theories and presents ethical principles for college/university students. It discusses topics like social psychology, educational psychology, teacher education, organizational behavior, and effectiveness. The thesis aims to answer five research questions regarding organizational problems affecting students, relevant fields of study, making student perceptions significant, presenting ethical principles, and how student perceptions understand school organizational effectiveness. It provides literature on identification with organizations and effectiveness, reviews related frameworks, and discusses the research methodology used to analyze data from colleges and universities in Camarines Sur, Philippines.
This document summarizes Michael Fullan's views on developing leadership for sustainability in educational systems. Fullan argues that to drive deeper reforms, systems need "system thinkers in action" who can work within their own schools/organizations while also connecting to the larger system. He identifies eight elements of sustainability: public service/moral purpose; commitment to changing contexts at all levels; lateral capacity building through networks; new co-dependent vertical relationships; deep learning; commitment to short and long-term results; cyclical energizing; and leveraging leadership. Fullan discusses strategies like developing lateral networks, integrating self-evaluation and external accountability, reducing fear to promote innovation, and ensuring data is used to support continuous learning and improvement across all levels
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The Relationship between Upper Intermediate EFL Learners’ Critical Thinking and Their Listening
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14Module Eight Communication, Socialization and Culture in Or.docxfelicidaddinwoodie
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Module Eight: Communication, Socialization and Culture in Organizations
Objectives: Candidates will acquire knowledge of group communication and organizational patterns of communication (skill). They will learn to manage their professional activities better within an organizational context by improving their understanding of group dynamics (skill). They will recognize that group behavior is the medium for organizational culture and practice.
Key Concepts: Organization, organizational communication, communication flow, gatekeeper, communication networks, formal and informal communication, organizational culture, grapevine, subaltern, informational/cybernetic models of organizations, goal displacement, scientific management, Taylorism, fantasy themes, thick description, similes, subaltern,
Blackboard Discussion: Describe the informal network of information–grapevine–in your organization from the perspective of what gets communicated, to whom, when and for what reason? How important is the grapevine to your job? How is your professional identity shaped by the grapevine? Can you afford to ignore the grapevine in your school? (What are the positive and negative consequences if you do?) What impact does the information in the grapevine have on your classroom?
On-line Activities: Please read Becker, The Dehumanized World (found in Course Documents). What is his main point? (Hint: Consider the qualities of language discussed in week two of the course as well as the content of this week’s module.). More specifically, why is the concept of reification important to anyone who works in an organization. Why are we reading his work in this module on organizational communication and culture?
Assignment(s) for Week Eight: Find an example of a locally produced official document (policy, clarification of policy from your principal, memo to all staff from district, school newsletter, email from another teacher). Consider how this/these documents promote specific social, task or procedural norms. Examine how identities are constructed in the document (what are they saying about “who” you are. What are the overt and hidden assumptions regarding what management, teachers, students and parents are supposed to do (role expectations)?
Consider how they encourage or discourage a culture of civility by the report and command or content/relational messages given off.
Readings: Chapter 13, Informative Speaking, (pp. 396-415)
Introduction to Module Eight:
One of the objectives in this course according to the course description is that candidates will understand the dynamics of interpersonal communication in educational structures. For much of this course we have been exploring the interpersonal against the backdrop of the organizational, but we have not focused specifically on the organizational forms of communication, common to most institutions, such as schools. Probably every single one of us knows something about working in an organization. Most o ...
This document discusses peer leadership in student leadership programs. It begins with an overview of emergent leadership theories that emphasize leadership as a collaborative process rather than one focused on individual leaders. Research shows peer interaction is important for leadership development in college students. The use of peer educators can benefit leadership programs by providing experiential learning for peer leaders and a support system for other students. Programs may incorporate peer leadership through peer leadership councils, mentoring programs, orientation leaders, and teaching leadership course content to other students.
This document discusses different perspectives on organizational behavior and educational organizations. It contrasts bureaucratic and human resource development (HRD) views. The bureaucratic view emphasizes top-down control through strict hierarchy, rules, and supervision. The HRD view sees the environment and culture as influencing behavior, and emphasizes participation, shared values, and allowing autonomy. Theories X and Y and Likert's management systems are discussed as framing different assumptions about human motivation and participation in organizations.
Middle level managers at Wolaita Sodo University in Ethiopia play an important role in the university's leadership, governance, and organizational performance. The study investigated the relationship between the quality of leadership provided by middle level managers (such as deans, department heads, and coordinators) and the university's governance and performance. Survey results from 61 middle level managers showed that leadership quality and good governance were positively correlated with achieving organizational goals and performance outcomes. The researchers recommended improvements to ensure efficient purchasing, property management, and accountability in order to enhance organizational performance.
ILA presentation on leadership as praxisEric Kaufman
Leadership scholars have called for public leadership research to go beyond the traditional case study method, yet there is limited guidance on how to enact such research. This session will highlight praxis-oriented leadership research, through the lens of Raelin’s (2019) leadership-as-practice (L-A-P) framework. We will draw upon insights from a multi-year cooperative agreement with the Department of Defense Education Activity (DoDEA), as they worked to restructure and enhance the organization’s leadership. Reflection upon the experience yields a more clear vision for public leadership research that embodies mutual learning, deep understanding, and collaborative action—for the betterment of all involved.
Empirical investigation of factors influencing faculty followership’sMohammed Musah
This document describes a study that aimed to test the psychometric properties of the Romance of Leadership Scale (RLS) and investigate factors influencing faculty followership's perception of institutional leaders in Malaysian institutions of higher learning. An online survey using the 32-item RLS was distributed to faculty members at 16 public universities. The study hypothesized that the RLS would demonstrate valid and reliable three-factor structure in the Malaysian context. Demographic information and RLS responses were collected from 434 faculty members. Preliminary analyses of the data were conducted to examine the sample characteristics and properties of the RLS.
This document discusses the importance of transforming public schools into professional learning communities. It summarizes the key aspects of professional learning communities, including ensuring all students learn, creating a collaborative culture among teachers, and focusing on results. Professional learning communities employ strategies like collaborative teaching, analyzing student data, and developing intervention plans for struggling students. They aim to shift schools' focus from teaching to learning. The document also discusses Peter Senge's concept of a learning organization and the five disciplines that can help schools function as professional learning communities.
The document summarizes a symposium on complexity and education that was held in August 2005. It discusses two areas of study on complexity in education: how to help students understand complexity and studying educational systems as complex systems. The symposium focused on applying complexity theory to model educational systems and efforts at systemic reform. Presentations covered topics like social network analysis, examining resource exchange through interactions, and using simulations to understand costs of time away from learning.
Chris Argyris is known for his theories on organizational learning and effectiveness. He coined the term "action science" which examines how people interact within organizations. Argyris developed theories of single-loop and double-loop learning, where single-loop focuses on techniques and double-loop leads to shifts in strategies and framing of consequences. Double-loop learning can be applied to school administration to promote organizational effectiveness through reviewing and changing practices. While the theory focuses on interactions, it can also support technology integration to enhance teaching and learning. However, the distinction between single and double-loop learning is sometimes vague.
This document summarizes a study on the barriers to evidence-based practice in child protection social work. The study found the top barriers were lack of time, an organizational culture that does not support evidence-based practice, and lack of relevant literature. Other barriers included lack of critical research appraisal skills, lack of IT skills, and lack of access to IT facilities and literature. The study concluded that moving beyond individual and organizational learning towards understanding the social and political contexts of professional learning is needed.
A Study About The Leadership Styles Of Public And Private SchoolsJim Jimenez
This study examined the relationship between task-oriented and people-oriented leadership styles of principals in public and private schools in Lahore, Pakistan. Data was collected through surveys from 149 principals, 85 from public schools and 64 from private schools. Factor analysis revealed two dimensions of leadership styles: task orientation and people orientation. Results showed private school principals were more task-oriented and people-oriented than public school principals. Public school principals exhibited a more laissez-faire leadership style. The study provides insight into differences in leadership styles between public and private school principals.
This study investigated distributed leadership practices and system differentiation strategies related to technology integration in three Singapore schools. The schools achieved different levels of technology outcomes and were integrating technology on different scales. One school adopted a top-down leadership approach, while the other two demonstrated distributed leadership. Of these, one adopted a segmented differentiation strategy while the other used functional differentiation. The variations in leadership practices seemed associated with the complexity of technology integration at each school. A survey found the school integrating technology most widely and complexly achieved the highest student outcomes in using technology for self-directed and collaborative learning.
This document discusses leadership in the field of instructional technology. It profiles 4 leaders in the field: David Jonassen, Peggy Ertmer, Robert Reiser, and Barbara Lockee. It summarizes their research interests and contributions, including Jonassen's work in problem solving pedagogy, Ertmer's research on student-centered instruction and technology integration, Reiser's history of instructional design and evaluation of web-based instruction, and Lockee's research on distance learning strategies and tools. The document also discusses theories of transactional and transformational leadership as well as the characteristics of effective technology leaders.
A Systematic Literature Review of Servant Leadership Theoryi.docxransayo
A Systematic Literature Review of Servant Leadership Theory
in Organizational Contexts
Denise Linda Parris • Jon Welty Peachey
Received: 20 February 2012 / Accepted: 8 April 2012 / Published online: 22 April 2012
� Springer Science+Business Media B.V. 2012
Abstract A new research area linked to ethics, virtues,
and morality is servant leadership. Scholars are currently
seeking publication outlets as critics debate whether this
new leadership theory is significantly distinct, viable, and
valuable for organizational success. The aim of this study
was to identify empirical studies that explored servant
leadership theory by engaging a sample population in order
to assess and synthesize the mechanisms, outcomes, and
impacts of servant leadership. Thus, we sought to provide
an evidence-informed answer to how does servant leader-
ship work, and how can we apply it? We conducted a sys-
tematic literature review (SLR), a methodology adopted
from the medical sciences to synthesize research in a sys-
tematic, transparent, and reproducible manner. A disci-
plined screening process resulted in a final sample
population of 39 appropriate studies. The synthesis of these
empirical studies revealed: (a) there is no consensus on the
definition of servant leadership; (b) servant leadership
theory is being investigated across a variety of contexts,
cultures, and themes; (c) researchers are using multiple
measures to explore servant leadership; and (d) servant
leadership is a viable leadership theory that helps organi-
zations and improves the well-being of followers. This
study contributes to the development of servant leadership
theory and practice. In addition, this study contributes to the
methodology for conducting SLRs in the field of manage-
ment, highlighting an effective method for mapping out
thematically, and viewing holistically, new research topics.
We conclude by offering suggestions for future research.
Keywords Leadership � Leadership theory � Servant
leadership � Systematic literature review
Introduction
Leadership is one of the most comprehensively researched
social influence processes in the behavioral sciences. This is
because the success of all economic, political, and organi-
zational systems depends on the effective and efficient
guidance of the leaders of these systems (Barrow 1977). A
critical factor to understanding the success of an organiza-
tion, then, is to study its leaders. Leadership is a skill used to
influence followers in an organization to work enthusiasti-
cally towards goals specifically identified for the common
good (Barrow 1977; Cyert 2006; Plsek and Wilson 2001).
Great leaders create a vision for an organization, articulate
the vision to the followers, build a shared vision, craft a path
to achieve the vision, and guide their organizations into new
directions (Banutu-Gomez and Banutu-Gomez 2007; Kotter
2001). According to Schneider (1987), the most important
part in build.
How to Make a Field Mandatory in Odoo 17Celine George
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
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Therefore, human intervention has significantly influenced land use patterns over many
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
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crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Ramey Dissertation Case Study Leadership From The Middle STEM Education Relational Leadership.pptx
1.
2. Leading from Within:
A Case Study of Relational Leadership Emergence
within Undergraduate STEM Departments
Adopting Evidence-Based Teaching Practices
Lori Ramey, M.A., M.Ed.
Committee Members:
Dr. Jeff Martin (chair)
Dr. Jack Knipe
Dr. Jenny Presgraves
3. Researcher Background
Experienced K12 educator
(English)
College teaching experience
(writing)
Employed at 3 different
undergraduate institutions
of varying size (tiny,
medium, and very large)
Work experience
• team lead and project manager
• creative director
• curriculum development
• student advising and coaching
• teaching
First-generation college student
M.Ed. (Integrated Curriculum
& Instruction)
4. Background to the Problem
STEM has a student retention problem.
Instructional techniques are
one part of the problem.
• Fewer than 40% of STEM majors (undergraduate) complete
a STEM degree
• Women & minorities equal 70% of college entrants but
earn only 30% of STEM degrees
• Institutions must increase the number of STEM grads
significantly to meet future workforce demands.
Stains et al., 2018 observed 2,000 class sessions by
548 faculty across North America:
55% lecture only + 27% lecture + clickers
PCAST, 2012; H.Rep. No. 116-184, 2019, Seymour & Hunter,
1999 & 2019, Stains et al., 2018
5. STEM instruction is changing
Recent trends in university-level teaching:
Discipline-specific
SoTL (Scholarship
of Teaching and
Learning)
EBIP’s:
Evidence-based
instructional
practices
Active Learning
and Learner
Centered
Teaching (LCT)
Training PhD’s
to teach as part
of their doctoral
curriculum
Departments are the power centers for change*
Kezar, 2014; Henderson, Beach & Finkelstein, 2011 and 2012
*but change efforts fail
easily without institutional
support or leadership for
change that involves all
relevant stakeholders
6. Literature Overview
Review of the Literature: Instructional Change
STEM faculty
may be less
familiar with
education
research, social
science, or non-
quantitative
research
sources which
publish EBIPs
Individuals often
cannot change a
system, but
departmental
efforts can drive
lasting change if
they receive
sufficient
institutional
support
Four Categories
of Change
+ Change Agent
Roles
Coleman, Smith &
Miller, 2019
Faculty usually
ignore pre-made
curriculum
materials
Henderson, Beach &
Finkelstein, 2011
Top-down change
initiatives almost
never work.
Must target beliefs
Fisher & Henderson, 2018
Apkarian et al, 2019
Kezar, Gehrke & Elrod, 2015
Henderson, Beach &
Finkelstein, 2012
Borrego & Henderson, 2014
+ Martin & Marion, 2005
8. I: Organizational Knowledge
Organizational
knowledge creation:
“the capability of a
company as a whole to
create new knowledge,
disseminate it
throughout the
organization, and
embody it in products,
services, and systems”
(Nonaka & Takeuchi,
1995, p. 3).
Theoretical
Foundation:
Complex
Adaptive
Systems
“learn”
Complex adaptive
system (CAS):
a “neural-like network of
interacting, interdependent
agents who are bonded in a
collective dynamic by
common need” (Uhl-Bien &
Marion, 2009, p. 19).
9. I: Organizational Knowledge
Theoretical Foundation: Organizational Knowledge Processing
Organizational learning refers to “how people and groups in complex
social systems organize themselves around learning and problem-
solving — or even to detect problems.”
This learning often involves people working outside their on-paper job
roles.
McElroy, 2003, p. xiv
11. I. Organizational Knowledge
Higher Education Institutions (HEIs):
Leadership Roles within the KLC
As emergent processes of a complex system, knowledge processing behaviors are self-organizing
and social, meaning that leaders can reinforce learning behaviors which benefit the cycle and “set
the conditions” for healthy organizational learning — but leaders often cannot directly affect
these emergent behaviors, only the environment for the KLC.
Leadership Roles shaping HEI knowledge processing
• Environment Manager
• Network Manager
• Policy Manager
• Crisis Manager
• Knowledge Gap Identifier
• Future Leader Preparation
Martin & Marion, 2005
12. When an organization is learning,
what does leadership look like?
This leads us to our second
theoretical framework:
Relational Leadership Theory
13. II. Leadership Theory
“Individual people do not possess leadership;
leadership happens when people participate in
collaborative forms of thought and action.”
(Drath, 2001, p. 15).
William Drath
14. II: Leadership Theory
Constructivist vs Constructionist
“Leadership” is
constructed internally
by the person
experiencing it.
“Leadership,” being a group
property, is constructed in and
through interactions of the
group as a whole, not just by
the individual.
Ospina & Uhl-Bien,
2012, p. xxxiii
“Leadership is a
process of social
construction
produced through
relationship.”
Ospina & Uhl-Bien, 2012, p 7
Crotty, 1988; Ospina & Sorenson, 2006
15. II. Leadership Theory
Theoretical Foundation: RLT
Relational Leadership Theory (Uhl-Bien, Ospina)
“The focus of Relational Leadership Theory research is a better
understanding of the relational dynamics — the social processes — that
comprise leadership and organizing. Relational Leadership Theory sees
leadership as the process by which social systems change through the
structuring of roles and relationships” (Ospina & Uhl-Bien, 2010, p. 668).
Seeing leadership as a shared or collective activity, an emergent quality
of a group of people focused on achieving a goal, and existing only within
relationships pushes leadership studies away from a heroic, leader-centric
approach.
16. II. Leadership Theory
Theoretical Foundation: RSLT
“What type of leadership finally
emerges from the social
construction processes
among individuals?” (p. 216).
Relational Social
Constructionist Leadership
(Endres & Weibler, 2017)
Endres & Weibler, 2017, p. 225
17. II. Leadership Theory
Loosely Coupled (Karl Weick)
“Loose coupling suggests that any location in an organization (top, middle, or bottom) contains
interdependent elements that vary in the number and strength of their interdependencies. … The
resulting image is a system that is simultaneously open and closed, indeterminate and rational,
spontaneous, and deliberate” (Orton & Weick, 1990, p. 204).
Collegial Framework for Academic Management (Robert Birnbaum)
• collegial management by consensus
• bureaucratic management by process
• political management by referee
• anarchical models where no central authority exists …
• plus a “cybernetic” model in which two or more of the other four models exist
within the same institution (Birnbaum, 1988)
18. Importance of the Research
Gaps in the Literature
• Mechanisms of influence
within loosely-coupled STEM
departments are unclear
• The interplay of
constructionist leadership
theory and knowledge life
cycles has not garnered much
attention from researchers
Addressing the Gap
• Combination of two theories:
RSLT and the KLC Framework
• Deeper investigation of the
roles of leaders (formal and
informal) within higher
education change (knowledge
processing): the power of the
middle (meso level)
19. Problem statement
We don’t know how leadership emerges among the faculty in a
department trying to change its teaching practices (RLT).
We don’t know how STEM faculty experience or participate in the
knowledge processing cycle (KLC) within their department, whether
functioning well or dysfunctional.
We don’t know much about the interplay of organizational change
theories, relational leadership theory (RLT), and knowledge
processing (KLC) within the context of a university academic department.
Academic departments drive change at higher education
institutions, but we do not fully understand the mechanisms of
leadership influence within the knowledge life cycle of a loosely
coupled, collegial department.
20. The purpose of the study:
(a) how leadership
emerges within
STEM departments
attempting to
change instructional
practices to follow
evidence-based
approaches;
(b) what leaders
(formal and
informal) do to
facilitate
knowledge
emergence,
validation, and
integration among
faculty in the
department;
(c) how faculty
members
participate in and
experience the
processes which
allow for knowledge
creation, validation,
and integration.
To examine
21. Research Question
Within university STEM departments
attempting to change how they teach,
how does leadership emerge and develop
during efforts to explore, validate, and
integrate new instructional practices?
22. Methods and Data
Leading from Within:
A Case Study of Relational Leadership Emergence
within Undergraduate STEM Departments
Adopting Evidence-Based Teaching Practices
23. Philosophical Foundations
Bryant & Charmaz, 2019
Theoretical
Perspective:
symbolic
interactionism
Ontology: relativist
Epistemology:
constructionist
Methodology
Constructivist Case
Study (Stake) using
Grounded Theory
analysis (Charmaz)
24. Research Procedures & Methods
A Case Study Approach
“The real business of case study is particularization, not
generalization. We take a particular case and come to know it well, not
primarily as to how it is different from others but what it is, what it
does. There is emphasis on uniqueness, and that implies knowledge of
others that the case is different from, but the first emphasis is on
understanding itself.”
(Stake, 1995, p. 8).
25. Research Procedures & Methods
Why Case Study?
Eisenhardt (1989) argues for
using a case study approach in
situations “where little is
known, or theories are
untested and new, when
theories conflict with one
another, or when a new
perspective is needed on the
issue” (p. 548).
Methodology is “an ‘applied’ ontology and
epistemology
(Hatch & Yanow, 2008)
A qualitative case study
(1) has the goal of understanding rather
than explaining a situation;
(2) acknowledges the personal
involvement of the researcher in data
collection and analysis; and
(3) assumes a constructivist approach to
knowledge
(Stake, 1995, p. 37).
26. Defining the Case
Elger, 2010
Theoretical
Common Sense Methodological
The Case: Emergent, relational leadership within the knowledge processing cycles in
undergraduate STEM departments at “The University” where faculty are working to change
their teaching methods to use more learner-centered or evidence-based practices.
Instrumental (Stake): using a case to explore a larger question, to understand (Stake, 1995, p. 3)
Exploratory (Yin): defining questions for future inquiry (Yin, 2002, p. 5)
Bounding the Case
• Practical logistics of
the site and access to
participants
• Large enough institution to
have a KLC I could study, with
enough faculty for significant
interactions
• Constructivist methods lead to
a few participants but “deep
and rich” data
• Natural boundary:
academic department
• Faculty in STEM
• Involved in
instructional practice
research
27. The Site
“The University” (aka TU)
• R1 research institution in the Southeastern United States
• Recognized as a flagship institution in its state university
system
• Reputation for offering strong STEM degrees
• USN&WR Best Colleges:
• 50 Undergrad Teaching
• Most Innovative;
• Top 100 National Universities
• College Factual: One of 2022 Best Colleges in Southeast
• An emphasis on both undergraduate teaching and rigorous
faculty research
• 2016 Strategic Plan identifies key goals of creating
“exceptional learning and living spaces”; enhancing
academic learning at all levels
• Large institution with many STEM departments
• I could access faculty via personal connections
Selecting a site:
• “maximize what we can learn”
• uniqueness and context
• best example the researcher can
actually access; not distracted
by finding the “best” site
• within real-world limitations
(Stake, 1995, p. 4)
28. Study Population and Sampling
Faculty engaged in
changing or improving
instructional practice
STEM departments (Science,
Technology, Engineering,
Mathematics) working to
change instructional practices
At a Southeastern R1
institution offering
undergraduate degrees
Sampling
Purposeful
Palinkas, 2015
Charmaz, 2014
SATURATION
29. Study Population and Sampling
Fusch and Ness (2015):
Data saturation occurs when
(a)“there is enough information to
replicate the study,”
(b)“when the ability to obtain additional
new information has been attained,”
and
(c)“when further coding is no longer
feasible” (p. 1408).
Sampling
Purposeful
Palinkas, 2015
Charmaz, 2014
SATURATION
30. Four Participants
Debra
“Arrow”
Tenured
15+ yrs at TU
Christopher
”Square”
Tenured
5-10 yrs at TU
David
“Star”
Tenured
5-10 yrs at TU
Sarah
“Triangle”
Tenure-track
<5 yrs at TU
Clipart from Freepik.com. Used with permission.
1 full-time DBER and one part-time DBER are represented here
31. Timeline of Data Collection
SATURATION
March 2021 April May June July August September October
Proposal
Defense
Final
Coding
Pilot Interviews
Data Sources
• Semi-structured interviews (Zoom*)
• Transcripts (Temi + correcting by hand)
• Analytic memos
• Documents (when available) * Covid-19
🦠
32. Data Analysis
“Case study is not a methodological
choice but a choice of what is to be
studied. By whatever methods, we
choose to study the case.”
(Stake, 2003, p. 134).
33. Data Analysis using Grounded Theory
Data Generation
Cycle 1 Cycle 2 Cycle 3
Initial
Coding
Focused
Coding
Generate
Insights
SATURATION Charmaz, 2014; Saldaña, 2016
GT allows for a theoretical lens during analysis (Gibson & Hartman, 2013)
34. Data Analysis
Initial coding of segments from the four
interviews yielded a first-cycle codebook
of
174
initial, specific codes.
In each interview, at least 80% of the
lines in the transcript were assigned at
least one code.
36. Legitimacy, Rigor, Trustworthiness
In place of of “reliability and validity,” qualitative researchers
strive for legitimacy, rigor, and trustworthiness:
• An audit trail for all data handling and analysis procedures; history
of coding and analysis stored in MAXQDA
• Analytic memos written immediately after the interview and again
during data coding
• Triangulation with corroborating documents such as class syllabi,
faculty blog posts, university faculty member home page, etc.
• Credibility through “thick, rich” descriptions arising from the
interview data, embracing contradictory viewpoints
• Reflexivity of the researcher
37. Findings
Leading from Within:
A Case Study of Relational Leadership Emergence
within Undergraduate STEM Departments
Adopting Evidence-Based Teaching Practices
38. Research Question
Within University STEM departments
attempting to change how they teach,
how does leadership emerge and develop
during efforts to explore, validate, and
integrate new instructional practices?
39. Four “Windows” into the Case
Clipart from Freepik.com. Used with permission.
Christopher (Square)
- Grant-funded curriculum
redevelopment program on the
rocks due to leadership turnover
- Teaching incentives are not
aligned to pay and promotion
- Good teaching = efficient and
effective
Debra (Arrow)
- Faculty Learning Communities
(FLCs) are powerful at
connecting faculty beyond
departmental lines, allowing
informal influence to flourish
- Innovation happens within
community
David (Star)
- The University’s bureaucratic
structures greatly hinder
innovation and change
- Sheer class size makes
implementing instructional
change difficult
Sarah (Triangle)
- Small major / department offers
distinct advantages to informal
leaders
- Incentivized to improve
teaching to recruit new majors
- Most happy with TU’s
teaching culture
40. Within-Case Analysis
Theme I. Faculty
develop socially
constructed
understandings of
“good teaching,”
forming the basis
for leadership
influence.
Theme II. Informal
leadership influence
flows primarily
horizontally
(among peers),
crossing
departmental
boundaries during
times of instructional
change and
innovation.
Theme III. The
University’s loosely
coupled, collegial power
bases within the larger
bureaucratic institution
shape the macro,
meso, and micro
emergence of leadership
and organizational
learning.
41. I. Socially constructed “good teaching”
Faculty develop socially constructed understandings of what
constitutes “good teaching,” a basis for leadership influence.
- Good teaching is more “efficient” and “effective” and “interesting”; it “saves me time” as well as
contributes to student success.
- Interview responses reveal a developed, socially constructed concept shaped by interactions with key
people at The University – workshops, the CTL, Faculty Learning Communities, informal conversations.
- External demands (class sizes) and requirements (discipline, certifications) set boundaries on
possibilities. Also, some faculty are resistant to any change that requires more work.
[Case study teaching] actually makes [students] apply the
information they're getting from the classroom in a simulated
real-world setting. This is my hope. … It's not just giving them
a case study and telling them to write a report. It's as much the
process of getting them to understand.
I hate tests. I'd rather replace them all with assignments. It
just becomes a balancing act [vs coverage of concepts].
David
42. II. Horizontal influence
Theme II. Informal leadership flows primarily horizontally (among
peers), crossing departmental boundaries during times of change.
- Rather than “up” or “down,” the interviewees primarily influence peers in and beyond the department.
- Cross-departmental Faculty Learning Communities are particularly powerful opportunities for growth,
because faculty members feel more “safe” to explore and ask questions when they are not in front of
their departmental peers or the chair.
- The distributed nature of faculty power in a collegial, loosely coupled department means that decisions
must be made by consensus, both hindering and enabling “sideways” influence flow.
[Faculty attending the FLCs said,] “I don’t feel like I have to, in my
department, act like, ‘Oh, I know everything,’ like with your
department chair or with your other faculty.” It was a very safe place to
feel vulnerable, get peer support, but also learn from each other.
Debra
43. III. Macro, meso, micro effects
Theme III. The University’s loosely coupled, collegial power bases
within the larger bureaucratic institution shape the macro, meso,
and micro emergence of leadership and organizational learning.
- The formal power structures (chain of command) exert significant control over how influence and
resources can flow to promote innovation and change. Vision and resources are key to change.
- The tenured faculty with more experience at TU were far more skeptical of the University’s investment
in good teaching vs the younger Sarah, who is tenure-track and more aware of recent efforts. The
misaligned incentives (research vs teaching) tend to undermine the talk about excellence in teaching.
I am in a [teaching] position where I see lots of the upper administration
who are taking great pains to improve undergraduate education…. And so
I … see a lot of these larger initiatives that are taking place at the college
or university level.”
Sarah
At some basic level, the university level incentives are just not there and they
can talk about being student focused and everything else, but until they reward
faculty for doing that, [faculty won’t get on board].
Christopher
44. Connections to leadership literature
Departments are central to change
efforts. Change cannot take root
without both faculty support plus
resources and vision provided by the
bureaucracy and key executive leaders
(see Kezar, 2014).
Loosely coupled, collegial
departments shape how influence
flows within an academic
department, following the lines of
RSLT (Endres & Weibler, 2017;
Ospina & Uhl-Bien, 2012).
Higher Education Institutions are complex adaptive organizations,
comprising overlapping centers of power and interests (cf. Birnbaum, 1988;
Weick, 1976).
45. Connections to KLC literature
Leading Knowledge Life Cycles:
Three of Martin & Marion’s (2005) roles for executive leaders appeared.
Faculty seem to be “informally” engaged in these leadership activities
within the KLC:
Leadership Roles in higher ed knowledge processing
• Environment Manager
• Network Manager
• Policy Manager
• Crisis Manager
• Knowledge Gap Identifier
• Future Leader Preparation
“Leadership best serves by enabling (as opposed to
enacting or controlling) the knowledge-processing
environment” (Martin & Marion, 2005, p. 140).
• Cultural formation
• Faculty Learning
Communities (FLCs)
• Individual vs
departmental KLCs
• Early adopters
46. Implications of the Findings
The complexity of HEI’s,
particularly as loosely coupled
organizations with overlapping
collegial and bureaucratic power
bases, inhibits innovation.
- Under-hired for teaching
- Misaligned incentives
- Lack of physical space
- Leadership “churn”
- Bureaucratic gridlock
Formal leaders should adopt the
six roles for leaders in a KLC (see
Martin & Marion) while enabling
informal influencers in
departments to assist within their
three roles.
Executives bear the responsibility
to “fix” dysfunctional KLCs at the
institutional level and to create an
environment for change.
1 2
47. Implications of the Findings
Because no one can “make"
faculty change, their
horizontal influence is key
to changing how “good
teaching” is defined within
their social context.
RLT offers a good, workable
model for understanding
leadership emergence within
departments.
3
Individual influence cannot
overwhelm the loosely coupled
system or the bureaucratic
power structures; likewise, a
top-down approach to change
will never succeed on its own.
4 Leaders interested in
instructional change should
appoint more DBER faculty.
48. Strengths of the Study
• Offers specific examples of how individual faculty members
participate in and experience informal leadership influence, as seen
through a constructionist lens.
• Cross-pollination of RLT with the KLC Framework of McElroy &
Firestone offers new pathways to explore informal and distributed
leadership influence in academic departments.
• Affirmation of academic departments as a key site where change efforts
succeed or fail.
49. Limitations of the Study
• Qualitative research is local in
nature and not meant to be
generalizable outside of its context
(Tracy, 2000).
• The compressed timeframe for
data collection inherent in the
Converse PLP program places
natural limits on finding
participants, data collection, and
analyzing data for a qualitative
study.
• Small number of participants
• Covid-19 restrictions prevented the
researcher from doing in-person
interviews, field observations, or
other in-person data collection to
triangulate data.
• The researcher is the data
collection instrument, a co-creator
of the data, and subject to
knowledge gaps or bias.
50. Future Directions
• Further research into the network effects
of relational leadership influence
• How faculty socially construct their
concepts of “good teaching” and what
values are hidden in those constructs
• The influence of people like DBERs or
”early adopters” on a departmental KLC
• Questions of power and control – are
institutions stripping power from faculty
through top-down approaches to change
This case study offers an invitation
for future study and deeper research
into STEM departments as drivers for
instructional change via the
powerful combination of an
emergent, complexity-aware
leadership theory with an
emergent, complexity-aware
organizational learning
framework.
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52. Leading from Within:
A Case Study of Relational Leadership Emergence
within Undergraduate STEM Departments
Adopting Evidence-Based Teaching Practices
Lori Ramey, M.A., M.Ed.
Committee Members:
Dr. Jeff Martin (chair)
Dr. Jack Knipe
Dr. Jenny Presgraves
Editor's Notes
Systems thinking and organizational learning culture in Japan: the seeds
Organizational knowledge creation – “the capability of a company as a whole to create new knowledge, disseminate it throughout the organization, and embody it in products, services, and systems” (Nonaka & Takeuchi, 1995, p. 3).
Organizations learn because they are complex adaptive systems. Jurassic Park offers a purposeful example of chaos theory, which gave birth to complexity theory, and the ideas of fractal levels and emergent processes or consequences.
Evolution – organizations, like dinosaurs, must adapt to evolve and survive – or die.
Complexity theory – “Known as the science of uncertainty, complexity deals with systems that have no linear causality, and thus cannot be engineered to goals. Instead, they are dispositional and need to evolve; the management of evolution is a very different process from that envisaged by most engineers” (Crane, 2016, p. xx).
Complex adaptive system (CAS) – a “neural-like network of interacting, interdependent agents who are bonded in a collective dynamic by common need” (Uhl-Bien & Marion, 2009, p. 19).
Complexity leadership theory (CLT) – “leadership in and of complex adaptive systems” (Uhl-Bien & Marion, 2009, p. 19, emphasis in original); a “contextual theory of leadership” which “describes leadership as necessarily embedded in context” (p. 20).
Organizational knowledge creation – “the capability of a company as a whole to create new knowledge, disseminate it throughout the organization, and embody it in products, services, and systems” (Nonaka & Takeuchi, 1995, p. 3).
II. Complex Adaptive Systems
A. Remember Jurassic Park? Show arrows chaos -> complexity -> CAS. The scientists could not have predicted the outcomes of their actions
*Define “complexity” and CAS
B. Emergent Characteristics of a CAS — network of agents, emergent stuff, evolving to fit the landscape
C. As CAS, orgs learn because they must adapt to survive. Survival depends on learning, and learning is dependent on the organization’s knowledge processing ability
Logical positivism, positivist approaches …. Reality is objective and external, and thus discovered and researchable through quant methods
Individuals are separate entities; “relationships” are the interactions between the independent entities, and therefore relationships are derivative of those entities
Vs
Interpretivist or constructionist methods … Reality is constructed (individually or by the group as a whole)
Relationality is inherent to this perspective
“Leadership is a process of social construction produced through relationship.” Ospina & Uhl-Bien, 2012, p 7
“Relationality is intrinsic to the constructionist view of leadership because it sees the world as constructed in and through interaction.” (ditto)
THUS – individuals are derivative of the relationships, not the other way around
Working from the premise that social reality and individuals are inextricably intertwined, Endres and Weibler posit that, in RSCL, reality and knowledge are constructed “socially, culturally, historically and linguistically” and through “interactions, intersubjective day-to-day experience, practices, emotional dynamics, ongoing social processes of meaning-making” so that qualitative methods serve as a useful research technique (p. 218, Table 1). The authors define entity and constructionist approaches to RLT, noting that theorists embraced either an interpersonal focus (one to one interactions) or a collectivist focus (interactions as a group) in their research.
Charmaz (2014a) defines symbolic interactionism as “a dynamic theoretical perspective that views human actions as constructing self, situation, and society” (p. 262).Charmaz states, “People construct new meanings - or reconfirm past meanings - through acting” (p. 271).
Explaining further, she writes
[Symbolic interactionism] assumes that language and symbols play a crucial role in forming and sharing our meanings and actions. Symbolic interactionism views interpretation and action as reciprocal processes, each affecting the other. This perspective recognizes that we act in response to how we view our situations. In turn our actions and those of other people affect these situations, and subsequently we may alter our interpretations of what is, was, or will be happening. Individual and collective actions and meanings are consequential. With a symbolic interactionist awareness of temporality, you can analyze how the present unfolds and how the present informs interpretations of the past (p. 262).