A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

Crossman, Brian; Cameron, Roslyn

doi:10.1080/13596748.2014.955374

Cited by 6 publications

(7 citation statements)

References 136 publications

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“…While systems and structures vary dependant on country, the education and training of the international workforce to possess technical skills and knowledge to operate effectively in the workplace are paralleled. As highlighted by Crossman and Cameron (2014), the contribution of FE to the global economy is significant, and therefore, it is important to gain a better understanding of how it is administered.…”

Section: Introductionmentioning

confidence: 99%

Developing contextualised literature-informed competency frameworks for middle managers in education

Corbett

2021

Educational Management Administration & Leadership

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The role of a manager within any organisation is often complex and multifaceted. Overtime management theory has developed in an effort to appreciate these complexities and suggest frameworks from which managers should operate. However, should management and the role of a manager be considered generic? Or, instead should we appreciate the distinctions dependant on the context in which a manager is operating in? This paper focuses on education middle managers working in vocational education and training using the Further Education sector in England as a case study to investigate the role. Utilising systematic review the paper will discuss literature on management theory, competency theory and further education management. It considers a range of management theories such as scientific, human relations and open systems theory discussing how these have informed the development of competency theory and frameworks, highlighting the strengths and limitations of prior studies. Building from these studies, this paper creates a new way to develop management competency frameworks. This is illustrated by proposing a contextualised literature-informed competency framework for further education middle managers. Challenging the generic approach to management competency frameworks and providing a platform for empirical studies that develop frameworks contextualised to the external operating environment of the manager.

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Section: Introductionmentioning

confidence: 99%

Developing contextualised literature-informed competency frameworks for middle managers in education

Corbett

2021

Educational Management Administration & Leadership

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“…I use the proportional allocation approach to calculate the scale of strata. According to Creswell (2012), this makes for a high percentage of inclusion in the overall population. Four hundred ninety-one students and 285 teachers, representing 89.1 percent and 89 percent of the targeted survey, were gathered in relevant questionnaires.…”

Section: Population and Samplingmentioning

confidence: 99%

Quality Assurance Practices in Public Technical and Vocational Education and Training Institutions in the Khartoum State-Sudan

Gasmelseed

2021

JESR

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The primary purpose of this study was to examine the quality assurance practice of public TVET institutions in Khartoum State and its challenges and prospects. To this end, the study used an explanatory sequential mixed method design. The researcher chooses 285 teachers and 491 students from 12 TVET institutions to complete the study questionnaire using stratified and simple random sampling. Descriptive (mean scores, standard deviation) and inferential statistics used to analyze quantitative data (two-sample t-test, multiple regression analysis). Also, the researcher interviewed all of the selected TVET institution managers, technical education directors, and SCVTA for qualitative data. Besides, six teachers and nine students participated in a focus group discussion, accompanied by an observational checklist for the quantity and quality of selected input resources. Documentary analyses for TVET policy documents were also used. According to the study's findings, the amount of materials and services available at Khartoum state TVET institutions is insufficient. In TVET institutions, the input quality was poor. Students had high expectations and perceptions of TVET. It was suggested that the authorities: formulate specific policies and plans for TVET, allocate the appropriate budget, and monitor the plan's implementation; form a collaboration between industry and TVET to help students and compensate for training deficiencies, and pay more attention to teacher training and motivation by meeting their needs. Received: 5 June 2021 / Accepted: 21 July 2021 / Published: 5 September 2021

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“…• technical and further education institutes in Australia (Adams and Gamage 2008) • further education institutes (Drodge 2002) and statutory universities (Smith 2002) in Great Britain • community colleges in the USA (Crossman and Cameron 2014) • middelbaar beroepsonderwijs (MBO) and hoger beroepsonderwijs (HBO) institutes in the Netherlands • Berufsschulen and Fachhochschulen in German speaking countries VPE institutes need to be responsive to changes in society and industry. In western Canada these changes include increasingly diverse student populations and frequently changing industry standards (Darwin 2007;Harris et al 2001).…”

Section: Vocational and Professional Education In Canadamentioning

confidence: 99%

“…Not only is there a lack of preparation for department chairs as educational leaders, there also seems to be little substantive knowledge base regarding leadership for learning in VPE (Burke 2014). In fact, much of the literature on leadership in post-secondary contexts draws heavily on business literature, which focuses on overall roles and responsibilities and rarely gives serious consideration to issues of teaching and learning (Basham and Campbell 2010;Crossman and Cameron 2014;Smith 2002). In the context of VPE specifically, Adams and Gamage (2008) identified the need for leaders to focus on the educational dimension of their work and suggested that the shift to managerial responsibilities is having an effect on leaders' abilities to ensure quality educational programming.…”

Section: Introductionmentioning

confidence: 99%

“…In the context of VPE specifically, Adams and Gamage (2008) identified the need for leaders to focus on the educational dimension of their work and suggested that the shift to managerial responsibilities is having an effect on leaders' abilities to ensure quality educational programming. A recent review of research into leadership in vocational education in Australia, the UK, and the USA highlights important issues that leaders in vocational education face (Crossman and Cameron 2014). Yet, the review does not mention studies that focus on how leadership affects teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

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Departmental leadership for learning in vocational and professional education

Hoekstra

Newton

2017

Empirical Res Voc Ed Train

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Background: To maintain relevance, institutes for vocational and professional education (VPE) need to be responsive to changes in society and industry. This requires leaders and educators in VPE to keep developing themselves and their practices. In institutes for VPE many decisions regarding program curriculum and teaching practices are made at the department level. Yet, the preparation of department chairs in postsecondary contexts rarely focuses on improving teaching and learning. A substantive knowledge base regarding leadership of teaching and learning in VPE is lacking. A model of leadership for learning in VPE is proposed as comprising three elements: (1) developing a shared vision and goals; (2) promoting instructor learning; and (3) leading the educational program. The study explores ways in which seven chairs and associate chairs from western Canadian VPE institutes conceive of and enact leadership for learning in their departments. The paper thus aims to contribute to the building of a knowledge base on leadership for learning in VPE.Methods: A multiple case study approach was used to explore chairs' conceptualization and enactment of their leadership for learning. Data collected included interviews with five chairs and two associate chairs from five departments across three institutes for VPE in western Canada. Observational data from department meetings and interviews with instructors were used to provide contextual information and corroborate our findings. In cross-case analysis, chairs' and associate chairs' conceptualizations and strategies were themed and categorized according to the three elements of leadership for learning as identified in the literature.

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A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

Cited by 6 publications

References 136 publications

Developing contextualised literature-informed competency frameworks for middle managers in education

Developing contextualised literature-informed competency frameworks for middle managers in education

Quality Assurance Practices in Public Technical and Vocational Education and Training Institutions in the Khartoum State-Sudan

Departmental leadership for learning in vocational and professional education

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