Scotland' s further education managers

Loots, Catriona; Whelan, Lesley

doi:10.1080/13636820000200128

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…As identified earlier in the paper Loots and Whelan (2000) found these same factors were impacting on managers in FECs in Scotland, therefore, if the changes that are being introduced by governments are impacting on everyone in a particular FEC, then may be managers and lecturers need to form an agency to counteract these governmental policies.…”

Section: Resultsmentioning

confidence: 69%

“…As Loots and Whelan (2000) identify, each FEC is individual, each FEC knows its social and business communities better than another FEC, or government, so why not allow these FECs to serve these communities in a way that they want to be served, and to meet the needs and wants of the community, not what government or any other body believes it wants.…”

Section: Resultsmentioning

confidence: 99%

“…One significant statistic he identified was that out of 687 returned postal questionnaires sixty percent identified that their FEC did not support the general interests of the lecturers. Loots and Whelan (2000) conducted a similar study in Scotland, but looked at managers perspectives, rather than those of lecturers. What can be identified from both these studies is that both lecturers and managers are discussing the same issues, those of lack of support, de-motivation and the introduction of managerialist practices that are having an effect upon them.…”

Section: Communities Of Practice (Cop)/agencymentioning

confidence: 99%

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Organisational culture of further education colleges delivering higher education business programmes: developing a culture of ‘HEness’ – what next?

Feather

2016

Research in Post-Compulsory Education

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This paper draws on the views of lecturers working in and delivering College Based Higher Education (CBHE) in the UK. There have been numerous works on the culture of Higher Education in Further Education (HE in FE). However, as noted by some literati, the culture of Further Education (FE) is not easy to define, and does not readily lend itself to the incorporation of a Higher Education (HE) culture. This could be due to the large number of changes FE has had to adopt owing to various government policies. The study comprises of 26 in-depth individual interviews conducted at various FECs throughout the Yorkshire and Humber region of the UK. Via the use of an interpretivist approach, common themes and word use were extracted from the narratives for analysis. The organisational culture of the FEC was relative easy to define, the word 'blame' being one of the common themes. However, when identifying if the individual colleges had a HE culture; this proved more difficult.

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Section: Resultsmentioning

confidence: 69%

Section: Resultsmentioning

confidence: 99%

Section: Communities Of Practice (Cop)/agencymentioning

confidence: 99%

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Organisational culture of further education colleges delivering higher education business programmes: developing a culture of ‘HEness’ – what next?

Feather

2016

Research in Post-Compulsory Education

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“…Nevertheless it has been reported that few senior leaders in British FE have formal management qualifications and there have been few professional development programmes and little research into what contributes to effective leadership development (Loots and Whelan 2000;Loots and Ross 2004). One study investigated the relationship between leadership and leadership development of 10 leading FE institutions (Muijs et al 2006).…”

Section: Leadership Competencies and Their Developmentmentioning

confidence: 98%

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

Crossman

Cameron

2014

Research in Post-Compulsory Education

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Vocational education and its leadership is an important sphere of economic activity worldwide and is being impacted by several trends including: the increasing significance and centrality of skills development in today's economies; economic trends associated with globalisation (internationalisation of education and emergence of global labour markets); and demographic trends resulting in ageing populations and workforces. Leadership in vocational education contexts is crucial to the economic success of this sector. The aim of this paper is to provide a comparative thematic review of the research and literature on leadership in vocational education between the USA, Great Britain and Australia posed by the research question, 'What are the key leadership issues facing vocational education and training sectors in the USA, Great Britain and Australia?' This study contributes to the research and literature by identifying key impact factors for vocational education leadership in these nations over the last 13 years. Results from the comparative review established the following three key issues: a concern over equity and diversity; the importance of change management; and leadership skills and their development. Although leadership competencies are the subject of some debate there appears to be a broad consensus that leaders are developed not only by formal courses, but more importantly by on-the-job experiential learning. The future development of leaders within vocational education is discussed in relation to the implications for policy and practice, and suggestions for future research are provided.

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Perspectives on Teachers of Vocational and Technical Education in the UK

Lucas¹

UNESCO-UNEVOC Book Series Technical and Vocational Education and Training: Issues, Concerns and Prospects

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Scotland' s further education managers

Cited by 5 publications

References 7 publications

Organisational culture of further education colleges delivering higher education business programmes: developing a culture of ‘HEness’ – what next?

Organisational culture of further education colleges delivering higher education business programmes: developing a culture of ‘HEness’ – what next?

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

Perspectives on Teachers of Vocational and Technical Education in the UK

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