Revolutionary Perspectives for Leadership Preparation: A Case of a Networked Improvement Community

Thornton, Margaret; Barakat, Maysaa; Grooms, Ain A.; Locke, Leslie Ann; Reyes-Guerra, Daniel

doi:10.1177/1942775120945356

Cited by 3 publications

(3 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The standards for quality improvement in an institution’s admission process are also influenced by student expectations, constantly evolving and changing over time. Higher education institutions should become proactive and get top students on board to recruit diversified students, which will bring more transformation to the quality management process of the educational institutes ( Thornton et al, 2022 ). Other suggested quality admission process indicators include course distribution, room and transcript process management, staff interaction, institutional policies, procedures and control, and collaboration with international institutions, which all combine to form innovative capacities that provide quality management standards ( Agung Nugroho et al, 2020 ; Prameswari et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

“…In the same way, a quality management system requires and includes employee engagement, encouragement, accountability, leadership qualities, and a student-centered approach. The diversity management of processes that technological innovations have transformed can also improve the quality management in the admission process in educational institutes ( Thornton et al, 2022 ). Furthermore, the admission process provided by higher education includes the distribution of actual space for courses, room management, transcripts, quality management, and leadership staff interaction, institution productivity, measurement and control, certification and credential distribution, payments of contractors, and the development of foreign collaborations with innovation capabilities ( Agung Nugroho et al, 2020 ; Prameswari et al, 2020 ).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Innovation capabilities in the convergence trend of higher education from the perspective of quality management

Gu²

2022

Front. Psychol.

View full text Add to dashboard Cite

With changing trends and technology, the education system has evolved from a traditional to a modernized, qualitative, and innovatively sustained education system. Many factors contribute to process innovation and quality management benchmarks. This study has two primary goals: (1) determining the causal relationship between TQM and innovation capability, and (2) determining whether the exam, admission, and placement process have any effect on TQM and identifying whether TQM can act as a mediator between the admission, exam, and placement process and innovation capabilities. Furthermore, the study used TQM in multiple dimensions (quality management and leadership, staff interaction, institute productivity, and control and measurement of processes). As a result, the current study is the only one to look at TQM with its specific dimensions as a mediator, specifically in higher education. The survey and correlational methods were chosen to test the theoretical framework established using resource-based theory and explicitly based on structural equation modeling using Partial Least Square. A structured questionnaire based on a five-point Likert scale was also distributed to 350 professors (faculty members) from Chinese universities to assess the research constructs. The findings revealed that TQM positively and significantly impacts innovation capabilities. Besides, the admission, exam, and placement process is inextricably linked to TQM’s dimensions and innovation capabilities. TQM also mediated significantly, and all hypotheses tested supported the findings. Future researchers should look into collaborative innovation capabilities and compare teachers’ innovation capabilities in higher education, according to the study.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Innovation capabilities in the convergence trend of higher education from the perspective of quality management

Gu²

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…An assortment of indicators suggests that some PPPs throughout the country have taken actions to strengthen the clinical experience. Beyond policy-motivated program improvement, enhancement of the clinical experience by preparation programs has been spurred by program improvement networks (e.g., NICs), large-scale, externally-funded improvement projects (Cunningham et al, 2019; Fry et al, 2007; Thornton et al, 2020; Wang et al, 2018), and program-based continuous improvement efforts (Cosner et al, 2012; Cosner et al, 2015; Fusarelli et al, 2018). For example, program surveys collected from University Council for Educational Administration (UCEA) member institutions suggest that many of these programs self-report having features of higher quality clinical experiences (Anderson et al, 2018; Winn et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence

Cosner

Voto

2023

Educational Administration Quarterly

View full text Add to dashboard Cite

Purpose: To identify key issues that university-based leadership coaches act upon in work to fortify the developmental opportunity of the clinical experience for aspiring principals, and how leadership coaches act upon these issues. Research: Data include roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to these aspirants ( N = 25). Drawing theoretically upon brokering and social networks brokerage, analysis of transcripts used both deductive and inductive coding. Findings: We identified five key issues acted upon by leadership coaches, including: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) aspirant identification of and engagement with clinical work of developmental importance; (d) aspirant access to and/or authority for clinical work; and (e) the developmental supports provided to aspirants by mentors. Drawing upon theories of brokering, social networks brokerage, and third-party influence as we examined how coaches acted upon aspirant issues, we found that coaches regularly worked as brokers and third-party influencers in these pursuits. The structuring and design of coaching as well as coaching tools proved vital to this work. Conclusion: Leadership coaches tethered to principal preparation programs can play an important role in fortifying the developmental opportunity of the clinical experience. Our findings suggest an assortment of implications for leadership preparation, the deployment and design of university-based leadership coaches, and the development of such coaches tied to principal preparation.

show abstract

Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature

Richard,

Cosner

2024

Education Sciences

View full text Add to dashboard Cite

Throughout the globe, there is growing attention being paid to issues of equity and efforts to produce more equitable student learning outcomes in schools, and much of the scholarship internationally has begun to center school leaders as key drivers of more equitable conditions. Indeed, in the United States, persistent inequities in education have highlighted the need for K-12 principals who can effectively support diverse students. Effective leader preparation and development, particularly with a focus on equity, is crucial, as it equips school leaders with the knowledge and skills to create inclusive and equitable learning environments. U.S.-based research highlights that high-quality, equity-centered preparation programs can significantly impact student outcomes, emphasizing the importance of integrating equity-focused training in leadership development. However, we know less about the design of high-quality preparation programs oriented around equity, and scholars have noted that current programs are often ill-equipped to prepare equity-centered leaders. Therefore, this study provides an integrative review of the U.S.-based equity-centered principal preparation literature to extract learnings from several types of publications, including descriptive and empirical studies, literature reviews, and conceptual essays. This study provides insights into four key elements of equity-centered principal preparation and development: program vision, curriculum, pedagogy, and assessment. This review consolidates insights from the existing literature into a single, accessible article, offering valuable learnings for program faculty, others who prepare school principals, and researchers focused on equity-centered preparation. Additionally, while centered on the U.S. context, this review is likely to be of value to leadership preparation and development programs in other national contexts, particularly those that have more recently begun to form.

show abstract

Revolutionary Perspectives for Leadership Preparation: A Case of a Networked Improvement Community

Cited by 3 publications

References 40 publications

Innovation capabilities in the convergence trend of higher education from the perspective of quality management

Innovation capabilities in the convergence trend of higher education from the perspective of quality management

Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence

Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature

Contact Info

Product

Resources

About