‘I see what you mean’

Abstract

This article reports on the use of a visual methods approach to collecting and analysing data in relation to the area of leadership curriculum development. The focus of the study is the structure of the current leadership curriculum for the National Professional Qualifications (NPQs) in England. In particular, the authors explore the extent to which a visual method of data collection enhances their understanding of underlying structures of the NPQs, and the extent to which they can adopt findings from the study to influence the planning and preparation of future programmes. Participants in the study volunteered to attend an international conference workshop on leadership, management and administration. This was the forum for data collection. Purposive sampling ensured a prior knowledge of the theoretical framework underpinning our work and objectivity in that none of the participants were involved in the delivery of NPQ programmes in England. Findings suggest that the current NPQ programme structure lacks the flexibility required in order to provide a meaningful professional development experience. In relation to the theoretical underpinnings of this study, findings also highlight areas to be addressed when undertaking new NPQ programme development and delivery.

Exploring visual method in the field of educational leadership: Co-creating understandings of educational leadership and authority in school organisations

“…These methods can also help the researcher and informant to keep attention on the interview themes and to form an organisational framework in the succeeding analysis (Comi et al, 2014). Hence, visual methods can contribute with projective and facilitative techniques in the research process (Clark et al, 2013; Comi et al, 2014; Reid and Koglbauer, 2018).…”

T B Smith and Max Rheinstein: Letters from America

“…However, promoting such links against the background of mounting apartheid-related political problems in South Africa, especially after the Sharpeville massacre in 1960, was highly contentious and doomed to failure; by the mid-1960s the regular visits from academics had stopped. 146 In spite of Rheinstein's suggestions, the academics that eventually taught Smith's classes at Edinburgh in 1962-1963 were those Smith had first considered, Crépeau and Stone. 147 The unavailability of many of the suggested replacements and the fact that others were already scheduled to visit certainly served to limit the possibilities.…”