Conceptualizing educational leadership: does exploring macro-level facets matters?

Sinha, Chetan

doi:10.1007/s12564-012-9239-4

Cited by 9 publications

(5 citation statements)

References 68 publications

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“…Relatively little scholarship has focused on educational leadership within informal contexts, where those who facilitate change may not occupy a position that involves formal leadership responsibility. Although the concept of educational leadership within higher education is contested (Bento, 2011;Burke, 2010;Sinha, 2013), there is a body of evidence suggesting that it is best conceptualized as distributed (Bento, 2011;Bolden et al, 2008;Burke, 2010;Floyd & Fung, 2015;Jones, 2014;Jones et al, 2017;van Ameijde, Nelson, Billsberry, & van Meurs, 2009). Distributed leadership theories suggest a departure from traditional hierarchical structures, and advocate for a collaborative approach to leadership that is both spread and shared across an institution (Bolden et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing educational leadership in an academic development program

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Kenny

Mueller

2019

International Journal for Academic Development

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Promoting the development of educational leadership in higher education is essential for strengthening the quality of teaching and learning. Additional research is needed to conceptualize educational leadership, especially within informal roles. We analysed how faculty members in an academic development program conceptualized educational leadership. Five key characteristics emerged that inform the development of educational leadership capacity in postsecondary contexts: affective qualities, mentoring and empowering, actionorientation, teaching excellence, and research and scholarship. Three characteristics of academic programs aimed at developing educational leadership were also identified: funding and resources to implement a change initiative, building interdisciplinary communities, and embracing identity.

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Section: Introductionmentioning

confidence: 99%

Conceptualizing educational leadership in an academic development program

Fields

Kenny

Mueller

2019

International Journal for Academic Development

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“…In that sense, cultural contexts impact educational leaders’ sets of attitudes, values and norms for behaviour that may be very different from those used by their counterparts in other contexts (Heck, ). There, Sinha () called for an urgent need to explore the role of educational leadership in diverse cultures and environments.…”

Section: Introductionmentioning

confidence: 99%

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

Oplatka

Arar

2017

Review of Education

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As most of the scholarship about educational leadership and management refers to developed countries, our aim in this review is to systematically collect, document, scrutinise and critically analyse at time of writing date research on educational leadership in Arab countries and to identify the key strengths and weaknesses in the research literature. Based on a systematic review of 48 articles, it was found that the vast majority of research on Arab educational leadership focused on either identifying patterns of leadership styles and orientations and the barriers faced by educational leaders in applying some of the leadership models originated in Western scholarship, or on exploring and examining leaders’ managerial perceptions and practices both in times of routine and reforms. Our analysis identified several theoretical, conceptual and methodological limitations contributing to and, in many cases, impeding researchers’ ability to predict or explain the nature of Arab educational leadership.

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“…Leadership is about the processes of social influences and is nothing without the active participation and engagement of followers. Indian context gave insight into the cultural construction of leadership (Sinha, 2013) and came out with nurturant and task-oriented model of leadership as observed in the Indian organizational context (e.g., Sinha, 1980). The involvement of leaders in the mobilization of members in the educational domain for introducing change is an integral part of the leadership process.…”

Section: Leadership and The Scope Of Emancipationmentioning

confidence: 99%

“…Here a leader manages the institution’s culture and offers checks on any radical or novel viewpoints (see Tyler, 2006). However, leadership process is not limited to incumbency or dominant position in regulating employees, but it is a group process where social identities are in continuous dialogue (see Sinha, 2013), such as, the student union and employee union who engage in different dialogical practices.…”

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confidence: 99%

Authentic Leadership, Power and Social Identities: A Call for Justice in Indian Higher Education System

Sinha

2020

Higher Education for the Future

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The current socio-political situation in India has gradually shifted the meaning of leader, power and identity in the Indian higher education system. Normalizing the diverse voices, oppression, concretizing the social categories and policing of education created a crisis of ethics. The majoritarian and populist leadership took the shape of an authentic leader, representing the identities of the groups who prejudice towards the minorities. The higher education systems such as universities have become a seat of monitoring and limiting dissenting voices and a neoliberal wave has taken over the whole system in the name of morality, nationalism and religious dominance. This article presents a critical analysis of leadership in the university settings and the way leadership processes are considered to be authentic and ethical in a cultural context.

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Conceptualizing educational leadership: does exploring macro-level facets matters?

Cited by 9 publications

References 68 publications

Conceptualizing educational leadership in an academic development program

Conceptualizing educational leadership in an academic development program

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

Authentic Leadership, Power and Social Identities: A Call for Justice in Indian Higher Education System

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