Educational Leadership Development Research Articles

Lifelong learning-centred community-based leadership development in higher education.

This article proposes a Learning Sciences framework, set within a community-based leadership lens, emphasizing the implementation of a humanistic Lifelong Learning process, towards well-being in Higher Education (HE). What makes a community focused LL environment so difficult, is the longstanding business-based model that has dominated HE institutions over the past twenty years. It has produced a politically charged marketing-style mindset within HE administration that cascades to faculty and students. This cascade has contributed to mental health issues at several levels of HE. In response, HE administration and professional developmental bodies need to reframe leadership and professional development away from this dominant model, placing humanistic-focused development at the centre. The framework focuses on individual experiential development through the tripartite of LL, Social Emotional Learning (SEL) and Learning Communities (LC) through an Integration, Continuity and Engagement (ICE) process. This framework emphasises the reciprocal relationship that HE Administration must initiate and foster within the context of community development.

School Leadership During COVID-19

In one university-based school leadership preparation program, aspiring school principals were asked to intern virtually with principals during the COVID-19 school closures. During this internship experience, they interviewed principals about leading during a pandemic and wrote reflective responses explaining what they learned about leading during the pandemic. This case study examines the reflections and lessons learned of leading schools during COVID-19 from 27 aspiring principals in two cohorts of a university-based school leadership preparation program. The researchers employed an abductive qualitative analysis for each aspiring principals' reflection using both deductive and inductive coding methods. Findings revealed fourth themes: (1) the need for structure and organization, (2) attending humanistic needs, (3) struggling to respond to policy changes; and (4) finding meaning and uplifting morale. This study can be used to help inform and guide educational leadership preparation and development programs on how to redirect coursework and field-based experiences to better prepare aspiring school principals to lead during school closures.

The potential of ‘leading identity’ as an analytic concept for understanding Educational Leadership development in early childhood education

ABSTRACT This paper responds to pressing calls to better theorise the development of Educational Leadership in early childhood education. Specifically, we examine the usefulness of) the concept of leading identity for understanding shifts in Educational Leaders’ accounts of their leadership practices. Twenty Educational Leaders, recruited from Australian early childhood services, were interviewed before and after a developmental intervention using Change Laboratory approach. Our analysis of these interviews illustrates how leading identity can be used to trace shifts in the dynamic interplay of persons and practices in Educational Leadership work. We conclude by reflecting on how our argument might inform theorisation of leadership in early childhood education, the design of professional learning programmes for leadership development, and the methodological potential of leading identity for evaluating such programmes.

Adopt best practices to meet unique needs of adult learners

“My interest in adult learners really comes from my own experience,” said Susan J. Barcinas, Ph.D., Associate Professor and Coordinator for the Adult, Workforce, and Continuing Education Program in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University.

Adopt best practices to meet unique needs of adult learners

“My interest in adult learners really comes from my own experience,” said Susan J. Barcinas, Ph.D., Associate Professor and Coordinator for the Adult, Workforce, and Continuing Professional Education Program in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University.

Knowledge and Attitude of Nursing Students Towards Mentoring Program in Kulliyyah of Nursing, International Islamic University Malaysia (IIUM)

Introduction: Mentoring is one of the important elements in education as it includes orientation to enhance the tutors’ role, integrating into the education community, teaching and leadership development, scholarship, and service skills. Despite the positive feedbacks and comments on mentoring program, the knowledge and attitude of students towards any problems faced are still unknown or unclear. Thus, this study aims to investigate the knowledge and attitude among nursing students on mentoring program in Kulliyyah of Nursing in IIUM Kuantan. Methods: A quantitative cross- sectional study with convenience sampling was conducted on 188 undergraduate nursing students between October to December 2020. Data were collected via online platform (google form) invited through WhatsApp or email. The questionnaires consist of sociodemographic profile, knowledge, and attitude towards mentoring program. Results: Most students age between 22 to 23 years old (59.5%). Students mainly perceived good knowledge and positive attitude towards mentoring program. There were no association seen between sociodemographic profile and knowledge towards mentoring program (gender p=0.120; age p=0.165; year of study p=0.188) and attitude to mentoring program (gender p=0.241; age p=0.442; year of study p=0.720). However, there was a correlation between knowledge and attitude of nursing students towards mentoring program in Kulliyyah of Nursing (p<0.05). Conclusion: The study revealed there were no effect of sociodemographic profile on knowledge and attitude, however demonstrated of association between their knowledge and attitudes to mentoring program. Thus, the study basically showed that by having a good knowledge on the program, they will tend to have good attitudes and involved in the program accordingly. This finding further implied that more awareness on mentoring program should be executed to boost the student knowledge and attitude. Further research should be explored to look onto students’ needs and how to assist the student through mentoring.

Reconsider how you adopt best practices to meet unique needs of adult learners

“My interest in adult learners really comes from my own experience,” said Susan J. Barcinas, Ph.D., Associate Professor, Director of the Department Chair Institute, and Coordinator for the Adult, Workforce, and Continuing Education Program in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University.

Reconsider how you adopt best practices to meet unique needs of adult learners

“My interest in adult learners really comes from my own experience,” said Susan J. Barcinas, Ph.D., Associate Professor and Coordinator for the Adult, Workforce, and Continuing Education Program in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University.

You cannot be what you cannot see: Supporting women’s leadership development in higher education.

You cannot be what you cannot see: Supporting women’s leadership development in higher education.

Leadership, Leading, and Influencing Change in Cancer Education: Development and Assessment of a Pilot Leadership Workshop in Cancer Education for Interdisciplinary Healthcare Staff.

Effective leaders in healthcare settings create a motivating work environment, initiate changes in practice, and facilitate interdisciplinary collaboration to advance patient-centered care. Health professionals in cancer education need leadership development to meet the continued rise in cancer cases and to keep up with the rapid biomedical and technological advances in global cancer care. In addition, leadership development in cancer education supports interprofessional collaboration, optimizes patient engagement, and provides mentorship opportunities necessary for career advancement and skill development. The identified benefits from leadership development in cancer education led to the creation of an interactive pilot leadership workshop titled “Essential Skills in Cancer Education: Leadership, Leading, and Influencing Change in Cancer Education,” held at the International Cancer Education Conference in October 2020. The workshop was led by global leaders in cancer education and utilized lectures, mentorship opportunities, interactive case studies, and individual learning projects to develop leadership skills in multidisciplinary oncology professionals. Fifteen attendees from diverse educational backgrounds and levels of experience participated in the virtual leadership workshop and mentorship program. Following the workshop, participants reported an increase in knowledge regarding how to use different leadership styles, initiate changes in practice, and apply leadership skills in their career development and at their institutions. The feedback received from participants through post-workshop evaluations was overall positive and demonstrated an interest for more leadership development opportunities in cancer education. This pilot workshop shows that leadership is a valuable and teachable skill that will benefit both healthcare professionals and patients in the field of cancer education.

The Development of Transformational Leadership in Public Higher Education

Nowadays, transformational leadership plays an increasingly important role in the construction and management of universities. In terms of the leadership system, most countries in the world adopt the leadership system combining the committee system and individual responsibility. For example, the Board of Directors is used in the United States, the University Council is used in Britain and Germany, and the University Council is used in France. In China, the president assumes responsibility under the leadership of the party committee. In recent years, the application of transformational leadership has been gradually popularized in the government and enterprises, which has played a great role in promoting social development. However, the development of transformational leadership in public universities is always slow. In this paper, I will review a number of literature to critically analyze transformational leadership and its characteristics, as well as the application of leadership in public university management, so as to explore its development in higher education.

Micro-Level Factors that Affect Females’ Decisions Towards Leadership in Higher Education: a Literature Review

This paper is based on an ongoing PhD research named “Understanding the Lack of Female Leadership in Higher Education of Kazakhstan”. The aim of this study is to identify empirical studies that explored micro-level factors affecting female leadership in higher education. Thus, a systematic literature review technique was used to synthesise research from a gender perspective of leadership in higher education. An initial screening process resulted in a final sample of 37 appropriate studies. The synthesis of these empirical studies revealed that there are different leadership domains in higher education: academic and professional. Therefore, the micro-level factors that affect these domains include the purpose of doctoral studies, the change of interests, identity and gender, self-awareness, self-management, self esteem, self efficacy and work-life balance. This study contributes to the development of female leadership in higher education.

Leadership for inclusion and special education: Novice teachers walking the walk.

Expectations of teacher leadership for school improvement have gained increasing currency in recent years. While extensive research on teacher leadership and practicing teachers exists, comparatively little research exists at pre-service level and there is little empirical data regarding leadership experiences and practices of novice teachers particularly in the context of leadership for inclusion. This paper draws on empirical data from six primary teachers in the Republic of Ireland who had undertaken a leadership for inclusion and special education module in their pre-service education and evidenced their willingness and readiness to practise leadership in schools. During their first year of teaching the teachers were engaged in a community of practice to help bridge the knowledge practice gap related to leadership for inclusion. A visual ethnographic research approach was used to track the teachers as they transitioned from ‘talking the talk to walking the walk’. Analysis of results indicates teachers’ ability to exercise leadership in their own classrooms, in collaboration with others within and beyond their schools. This paper extends the knowledge base on how leadership development in pre-service education evolves in the experiences and practices of a group of novice teachers and subsequent implications for teacher educators.

Speaking out or remaining silent: university leaders’ reflections on Charlottesville

ABSTRACT A university president’s preparation for a crisis is paramount to the wellbeing of a campus community and ultimately to the longevity of their tenure as the institution’s leader. How do university leaders determine what constitutes a crisis for their institution, and once that decision has been made, whether or not to respond, and further, how to respond? This research, through critical discourse analysis, explores the responses of four U.S. university leaders to the ‘Unite the Right’ white supremacist rally in Charlottesville, Virginia, USA, in 2017. Findings indicate that while most participants did not consider these events to be a crisis for their campuses, many of them published communications denouncing the values on display during and after the rally and offer assurances of unity and safety for their communities. These findings provide implications for the development of educational leaders to include training in crisis leadership.

Developing Leadership Skills in Pharmacy Education

Leadership could refer to holding official leadership positions or advocating for patients and the profession. Different pharmacy organizations recommend the inclusion of leadership development in pharmacy education and as such some pharmacy schools have introduced courses or various initiatives which support the development of leadership skills. In this commentary, we discuss means by which various pharmacy schools incorporate ways to develop leadership skills. This commentary also addresses the competencies used to assess leadership skills in pharmacy education.

Leadership development and system building in early childhood education and care: current issues and recommendations

ABSTRACT Early childhood education and care (ECEC) aims to assist all young children and their families in meeting educational, developmental and behavioral outcomes to enhance their quality of life. However, in the United States (US), the field of ECEC lags behind in policies and practices to develop and sustain quality ECEC leadership. Although international initiatives in ECEC leadership have been growing, in the United States, effective leadership practices have been few, isolated and lacking rigor, resulting in a shortage of evidence-based policies and practices in ECEC. This theoretical paper discusses leadership development and system building in ECEC through an ecological framework elaborates on current issues in preparing effective leaders, and offers recommendations to develop a leadership structure for a high-quality ECEC system. The concepts underlying these recommendations can transform the current leadership situation and create well-integrated state and local coordination in leadership development and capacity building in ECEC in the United States.

Higher Education Leadership Development During the COVID-19 Pandemic: An Exploration of Online Learner Readiness

The COVID-19 pandemic precipitated profound disruptions across the higher education sector as institutions were forced to restructure entire systems and operate with significantly reduced resources. Most notably, many institutions were forced to transition to fully virtual instruction. The present study examined adult leadership development program participants’ perceptions of online learning readiness during the transition to a fully virtual training environment precipitated by the COVID-19 pandemic. A census of the 2020 LEAD21 class was taken, and perceptions of online learning readiness were collected via a retrospective pre- and post-test. Descriptive and inferential statistics were used. Respondents had the highest levels of agreement with computer and Internet self-efficacy and the lowest levels of agreement with learner control in an online context. A paired t-test was conducted to analyze the difference in perceptions of online learning readiness post-training and retrospective pre-training. A statistically significant increase was observed for overall online learning readiness, as well as for computer and Internet self-efficacy, learner control, motivation for learning, Internet communication self-efficacy, and self-directed learning. An implication from this finding is that the transition to fully virtual training resulted in increased online learning readiness across all dimensions. With new strains of COVID-19 emerging and the potential for ongoing restrictions for social interaction, online learning will continue to be an important aspect of the educational process. It is vital that higher education leaders consider individuals’ readiness to effectively engage in online training and instruction. Implications and recommendations for future research in practice in international contexts are provided.

Compare and contrast mentoring and coaching for leadership development in higher education

Less experienced academic staff in higher education tend to seek more professional mentoring and coaching. However, finding seniors who are willing and able to provide them with ongoing support is not straightforward. While both mentoring and coaching can provide assistance to faculty members, they serve different roles and purposes in leadership development. Therefore, it is necessary for higher education institutions to recognise the needs of academic staff and to guide them in choosing appropriate method. This essay aims to clarify the similarities and differences between mentoring and coaching and to understand the contexts in which they can each play a greater role. The present essay discussed the possible impact of mentoring and coaching on staff leadership development. And it is concluded that despite the fact that mentoring and coaching are similar in effect, they are different to a more substantial extent.

Examining the Transition of Contemporary Managers Becomes Senior Leaders and Eventually Moves On

The crisis of educational leadership has motivated so much debate and research in recent times in the field of educational administration. Most school leaders have not been trained in the art of educational management and leadership. It has been presumed that anyone who receives a bachelor’s degree in education or a postgraduate diploma in education through training can automatically become a head teacher or principal. That explains why in developing as well as developed countries, school managers and leaders face a lot of challenges. This article seeks to create a link between the career development of senior leadership and the different models proposed by scholars like Day and Bakioglu, Gronn, Wakins and Robbins. The researchers hope to develop strategies that can groom educational managers to assume senior leadership positions. The most influential agents of socialization by Lenka and Vandana, Gupta, Krishnan, Homan & Youngman and Ebot Ashu that enhance educational leadership development have been explored to give this work some serious focus. The primary agent of socialization considered here is the family which is the nucleus of society. The secondary agents of socialization include the schools, peer groups, the churches, work groups, communities, mass medium, social groups and the government. Focusing on Watkins’ seven seismic shifts that transit from specialist to generalist, analyst to the integrator, tactician to strategist, bricklayer to architect, problem solver to agenda setter, warrior to diplomat and supporting cast member to lead role, the researchers argue that school managers can transit to the level of senior leaders and continue to influence school administration in many positive ways. Educational leaders should take their ongoing career development seriously if they are to become relevant in contemporary society. The methodology used in this work is very apt. Based on the field experiences of school administrators, the researchers are able to arrive at findings that support the literature that has been gathered. They are able to explore the career life of educational leaders and identify factors which influence them to become senior leaders and move on as encompassed in the first three phases of Gronn’s and Ribbins’ models, with exceptional three new sub-phases within the accession phase. In all, the study agrees with the general principles of Ribbins’ model rather than the previous work of Day & Bakioglu’s and Gronn’s, who suggest disenchantment and divestiture as inevitable final phases in the career lives of senior leaders. Therefore, Ribbins’ theoretical frame-work of education leadership can be useful in interpreting the link between the career developments of contemporary senior leaders. This study concludes that socialization occurs throughout our life, but some of the most important socialization that occurs during that phase of our lives is the family, school, peers, church, mass media, community, workplace and social group. Therefore, Watkins’ contributions to administration, management and leadership can be used to educate contemporary educational managers and senior leaders in contemporary society.

The trans youth justice project: a political education and leadership development program

Research has demonstrated that systemic transphobia and cissexism harms transgender youth in terms of social, educational, and health outcomes. All too often, research and policy emphasizes vulnerability among trans youth in a way that denies their capabilities as agents of change or active participants in their liberation. This article analyzes the development of Trans Youth Justice Project, a political education and youth leadership development program for trans youth ages 15–22. Based in principles of gender minority stress and social justice youth development, the 6-week remote program aims to increase the capacity and resilience of trans youth, develop youth leaders, and contribute to addressing social, educational, and health inequalities. We conducted a formative program evaluation of 2 cycles of the program with a total of 25 youth. Pre- and post-test surveys indicated increased feelings of belongingness to a trans community. Follow-up interviews highlighted the impact the program had on skills for social justice, self-efficacy, and community connection. We offer suggestions for implementing the open-source program more broadly.