2006
DOI: 10.1177/1742715006062934
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Leadership Refrains: Patterns of Leadership

Abstract: This article considers issues of leadership and leadership development by reflecting on the notion of the refrain as pattern. Drawing on our research of leadership within UK further education (FE) we examine how tracing ‘patterns of leadership’ can provide an insight into the practical accomplishment of leadership in FE as everyday ‘ordinary’ work. In an era of increased change and uncertainty about the character of leadership within the sector, we use our ethnographic data and interdisciplinary backgrounds to… Show more

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Cited by 36 publications
(55 citation statements)
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“…To structure the blended environment towards less ambiguity for students, there is an opportunity to post asynchronous ''diagnostic feedback'', on why answers are wrong, and ''prescriptive feedback'', on how the answers could be improved for next time (Eom, Wen, and Ashill 2006, p. 220). Although an educator risks student uncertainty, because of less structured pedagogy, employment preparation is of concern as more structure is considered to stifle innovation in the workplace (Kelly et al 2006;Shane 1995).…”
Section: Discussionmentioning
confidence: 99%
“…To structure the blended environment towards less ambiguity for students, there is an opportunity to post asynchronous ''diagnostic feedback'', on why answers are wrong, and ''prescriptive feedback'', on how the answers could be improved for next time (Eom, Wen, and Ashill 2006, p. 220). Although an educator risks student uncertainty, because of less structured pedagogy, employment preparation is of concern as more structure is considered to stifle innovation in the workplace (Kelly et al 2006;Shane 1995).…”
Section: Discussionmentioning
confidence: 99%
“…The more constructionist the ODA scholar, the more likely are they to believe that, following Wittgenstein (1953), leadership is one of those "blurred concepts," and following Gallie (1956), an essentially contested one because leadership will always be in the eye of the beholder. The more constructionist scholar believes it is better to view leadership as a family resemblance among language games (Kelly, 2008;Wittgenstein, 1953) where leadership becomes a "design problem" for the actors involved (Kelly, White, Martin, & Rouncefield, 2006). That is, leaders must figure out what leadership is in the context of what they do and, through their framing and actions, persuade themselves and other people that they are doing it (Fairhurst, 2011;Grint, 2000).…”
Section: Why Should Leadership Scholars Care About Oda?mentioning
confidence: 99%
“…It is believed that such creative experimentation is not only needful, but indeed may well be a pre-requisite necessary to evolve more contextually robust knowledge frameworks. Pursuing this approach, mainstream leadership theory would therefore be critically and comparatively examined with a view to creatively appropriating these in the socio-cultural context of "those who must practice it", in a way that is not only recognisable to them, but that is contextually resonant of their lived and experienced forms of work (Kelly et al, 2006;. I argue that this is a missing component from the design of contemporary leadership development interventions; not only contextualizing "knowledges" but more specifically, addressing the practical question of "how I can apply it here and now" or better still as Ladkin et al (2009) have noted, maintaining the awareness that leadership development must indeed make contextual sense to the intending user.…”
Section: Scenario 2: Maintaining Status Quomentioning
confidence: 99%