Leadership Learning Research Articles

Development and Validation of the Learning Leader Competency Test for University Students in South Korea

Development and Validation of the Learning Leader Competency Test for University Students in South Korea

Identifying Learning Leaders in Online Social Networks Based on Community of Practice Theoretical Framework and Information Entropy

Identifying Learning Leaders in Online Social Networks Based on Community of Practice Theoretical Framework and Information Entropy

Сопровождение проектной деятельности в вузе с использованием веб-сервиса

The sustained interest in using project-based learning in higher education is driven by the need to prepare students for solving real-world problems and the potential of project activities to develop students’ independence, cognitive, and creative abilities. Based on psychological and pedagogical literature, the authors emphasize the importance of pedagogical and organizational support for students’ project activities. Considering the project assignment, the project learning leader (instructor) forms project teams and participates in supporting the student project team, ensuring its development as a cohesive unit. A software platform for supporting project activities has been developed for the Project Learning Organization Center at Cherepovets State University — a web service designed for communication between the client and the executor, as well as for supporting the work of the Project Learning Organization Center staff at the stages of project management: initiation, planning, management, and control. The web service is developed using the Moodle educational electronic course management system. It includes four categories of users: administrator, instructor (project learning leader), student, and external client. This solution allows for the support of project-based learning, considering the interests of students, project learning leaders, clients, and the educational organization.

Health System and University Leader Learning Collaboratives: Advancing Education, Regulation, and Advanced Practice Nursing Care Across the World.

This month's column proposes advanced practice nurse (APN), health system, and university leader roundtable discussions to understand and address global healthcare challenges and the evolving role of the APN. Forming international learning collaboratives focused on gaining a comprehensive understanding of the use of APNs and related education, regulatory frameworks, and models for practice can lead to greater utilization and impact to global healthcare. The "PEPPA" framework is discussed as 1 tool to enhance discussion in these collaboratives.

A multi-objective fuzzy flexible job shop scheduling problem considering the maximization of processing quality

This paper analyzes practical production characteristics, including customer's stringent quality requirements and uncertain processing time in aircraft shaft parts manufacturing. Considering the above characteristics, we propose a multi-objective fuzzy aircraft shaft parts production scheduling problem considering the maximization of production quality. We define this problem as a multi-objective fuzzy flexible job shop scheduling problem (MO-fFJSP) with fuzzy processing time. To address this problem, we developed an improved multi-objective spider monkey optimization (IMOSMO) algorithm. IMOSMO integrates strategies such as genetic operators, variable neighborhood search and Pareto optimization theory on the framework of the conventional Spider Monkey Optimization (SMO) framework and discretize the continuous SMO algorithm to solve MO-fFJSP. To enhance the efficiency of the algorithm, we further adjust the sequence of the local leader learning phase and the global leader learning phase within the proposed IMOSMO framework. We conduct a comparative analysis between the performance of IMOSMO and NSGA-Ⅱ using 28 cases of varying scales. The computational results demonstrate the superiority of our algorithm over NSGA-Ⅱ in terms of both solution diversity and quality. Moreover, the performance of the proposed algorithm upgrades as the problem scale increases.

Optimization Of The Penggerak School Program At The Educational Unit Level

Based on the Decree of the Minister of Education and Culture of the Republic of Indonesia No. 1177/M/2020 concerning the Penggerak School Program, the determination of the educational unit as the implementer of the Penggerak School Program is carried out by selecting the Head of the Education Unit who has learning leadership, learning that supports students and a willingness to learn that represents diversity throughout Indonesia (differentiated learning). The presence of the Penggerak School Program began with an independent curriculum development program which started from the implementation of the 2013 curriculum which was considered too rigid, the material was too dense and learning loss was caused by the impact of online learning during the Covid-19. The method used in research is libarary research methods. In general, this research describes the results of the penggerak school program carried out at the educational unit level, so that it can encourage the transformation process of educational units in order to increase student learning outcomes character in order to realize Pancasila students. Penggerak School Program has several advantages, namely being a school that can provide guidance to other schools (model school), getting assistance from expert trainers, accelerating school digitalization & improving the quality of school principals and teachers. Schools that take part in the Penggerak School Program will be expected to have output as a pioneer force in the transition to the independent curriculum.

대학생의 자기주도학습준비도, 초인지 학습전략, 창의적 성취의도가 학습리더역량에 미치는 영향

The purpose of this study was to examine the effects of self-directed learning readiness, meta-cognitive learning strategy, and creative achievement intention on the learning leader competency of Korean university students. It also investigated differences in these variables by gender, major, and grade. The study samples were 757 students from University A in Seoul who were taking liberal arts courses. Data were collected using scales on self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency. The data collected was analyzed using two independent samples t-test, one-way analysis of variance, and multiple regression analysis. The findings are as follows: First, there were significant relationships between self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency. Second, self-directed learning readiness, meta-cognitive learning strategy, and creative achievement intention had significant effects on learning leader competency. Finally, there were differences in self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency based on gender, major, and grade.

Students’ learning of management and leadership in engineering education – a literature review

ABSTRACT The increasing complexity of societal problems and the need for more interdisciplinary problem-solving in the future raise new demands for future engineering competences. Consequently, competences related to management and leadership must be reconsidered and reflected in both engineering education and engineering education research. This leads to the following research question: In which ways are students’ learning of management and leadership articulated and related in engineering education literature? In this study, this research question is answered through a systematic literature review wherein 112 journal articles were reviewed to explore articulations of students’ learning of management and leadership competences. The review finds extensive diversity in the literature, with different and sometimes even overlapping articulations of management and leadership in an educational context. Furthermore, the review identifies a difference between implicit and explicit approaches to addressing the development of students’ management and leadership competences. Finally, the importance of the mutual interaction between management and leadership is discussed in an engineering education context. It is stressed that moving forward when working with complex problems in interdisciplinary teams requires both change and vision, as well as the tools and plans to actually make it happen.

Relationship Between Transformational Leadership and Organizational Learning Capability: Mediating Role of Knowledge Management and Organizational Culture

The study attempts to examine the effect of transformational leadership (TL) on organizational learning capability (OLC) and also tries to investigate the mediating roles of knowledge management (KM) and organizational culture. A survey was conducted to collect data from a sample of employees employed in software houses in the capital of Pakistan (Islamabad) using a predetermined questionnaire. Simple linear regression was used for direct relationships and Process Macro model-4 was used to test indirect relationships. The study findings make it obvious that TL significantly affects OLC in the software industry. In addition, KM and organizational culture significantly mediate the relationship between TL and OLC. This study broadens the theory of ability-motivation-opportunity (AMO) by mentioning KM and organizational culture as key factors in enhancing an organization's learning capability.The study presented helpful insights for the organization's top management to ensure knowledge management activities and to maintain a harmonious environment for enhancing learning capabilities.

Do teacher beliefs mediate leadership and teacher behaviors? Testing teacher self-efficacy's mediation role between leadership for learning and teacher outcomes

PurposeLeadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.Design/methodology/approachDrawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.FindingsResults suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.Research limitations/implicationsSchool-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.Originality/valueThis study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.

Enhancing Student Potential with TIRTA Model

Pupils are not blank papers that can be written on them. They come with a variety of different backgrounds, including abilities and potentials of course. It is the teacher's job to make these backgrounds variety to improve and position them to the highest place according to their potential.
 The above is in line with the thoughts of Ki Hajar Dewantara in realizing the role of teachers as encouragement and builders of student enthusiasm, and influencing them to explore and develop their potential.
 As a person who is trained to be a learning leader, writers are required not only to help various problems and provide solutions. As well as advice to students, but also an effective and efficient approach is also needed in boosting their potential independently and responsibly.
 Of course, comprehensive skills are needed in doing the above. Good communication skills, determine the direction and goals to be achieved, identify problems, plan actions, and commit to responsible action planning.
 As a coach, the author is expected to be able to be a beneficiary when carrying out coaching activities in accordance with the function of the coach itself. Then, the Coachee as a beneficiary of coaching activities can be directed independently to empower their potential.

Where to start: Building a foundation of engagement to support healthcare transformation.

Introduction: Healthcare transformation is rooted in engagement, engaging people with context and content expertise to shape and co-design programs, services, and systems. The question that is often asked is where do we begin? To offer person centered integrated care, organizations are seeking to understand the needs, experiences, and expertise of those accessing care by building meaningful partnerships with patients, families, and care partners. This workshop will provide attendees with tools, resources, and a roadmap to support building partnerships with people with lived and living experience and engagement models, practices and principles that will support co-designing a healthcare system that is equitable, culturally safe and patient centered.
 Background: The Greater Hamilton Health Network (GHHN) is one of the first Ontario Health Teams across the province, with a purpose of transforming healthcare in partnership with patients, families, care partners, primary care, local organizations, and the community that is equitable, culturally safe and patient centred.
 Aims and Objectives:This workshop will provide attendees with an understanding of where to begin when looking to develop an engagement strategy and embed engagement practices and principles into their work at an organizational and system level. With a strong focus on how to develop partnerships with patients, families and carepartners, support patient advisors in their roles, build capacity and integrating lived experience on the team and throughout governance. We will provide examples and outcomes of how engagement has been implemented and successfully used at the GHHN and explore how learnings could be replicated. Emphasis will be placed on how to move from theory into practice.
 Target audience:This workshop is open to everyone and will work to provide meaningful learning, unlearning, relearning and reflection opportunities for staff, primary care, community organizations, leadership and people with lived and living experience seeking to transform healthcare with engagement as the foundation.
 Format (timing, speakers, discussion, group work, etc)
 
 5 minutes- Overview of GHHN and introductions
 5 minutes- Purpose of Workshop and Objectives
 10 minutes-Why Engagement in Healthcare (Benefits, Outcomes)
 
 -Patient Advisor example of engagement
 -Popcorn: common myths of engagement and the real benefits
 
 20 minutes-Building an Engagement strategy and leadership network to support healthcare transformation
 10 minutes- Onboarding, integrating lived experience on the team and throughout governance.
 
 -Resource package
 -Activity: Personal Reflection exercise
 
 10 minutes- A culture of engagement that supports providers, patients, families and care partners
 20 minutes: Activity: barriers and pathways empathy map exercise (patient, org, staff)
 5 minutes- Closing: call to action
 5 minutes- Questions
 
 Key Learnings/Take away: Patient engagement is a quantifiable measurement of healthcare, offering insights into what is working well and opportunities for growth. This workshop will focus on understanding practical examples of:
 
 Models of engagement
 Engagement strategy
 Onboarding and capacity building
 Developing an engagement leadership network
 Engagement roadmap
 Meaningful Engagement
 

Leading Academic Development in Dynamic Higher Education International Settings

Within the super complex higher education environment academic development inhabits a dynamic domain that varies from institution to institution. Leading academic development requires the ability to effectively lead change, people, programmes, and yourself. This paper provides a critically reflective narrative of my experiences leading academic development across a lifespan in Australia and the UK. The narrative of my leadership development is shaped by my reflection on the University of Liverpool’s Leadership Commitment Framework and the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education and integrated throughout three case studies. The first case study, set in a large Faculty in an Australian university, explores inspirational, distributed, and entrepreneurial leadership; academic development initiatives are relatively informal in this case. The second case study, set in a large Australian university at the institutional level explores strategic leadership of processes and people; academic development initiatives are more formalised through university governance processes in this case. The third case, set in a Russell Group university in the UK, explores transformational leadership relevant to leading academic development teams and programmes in a highly regulated environment. Across the three cases issues of identity, influence, and power in relation to leading academic development in dynamic environments are explored and insights highlighted to provide advice and guidance to aspiring leaders of academic development and leaders of learning and teaching in higher education.

The Effect of Teacher's Decision in the Learning Process to The Implementation of Merdeka Curriculum

In 2022, the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) published an independent curriculum (Kurikulum Merdeka). The role of teachers in the curriculum is very important, including the decisions they make to implement the curriculum. Therefore, research is carried out using literature study methods to find out teacher decision making in the learning process in the implementation of an independent curriculum. Based on the results of the literature obtained, the authors analyze the results of the synthesis of research from five selected articles on decision making on independent curriculum learning activities. The results of the study synthesis are classified in four categories, namely (a) independent curriculum direction towards learning goals; (b) learning process in the implementation of an independent curriculum; (c) decision making in the learning process; (d) linkages of independent curriculum goals and learning processes in teacher decision making. It was found that in the learning process, the role of teachers was very important so that implementation took place effectively. Teachers as learning leaders must be able to make decisions about the learning process that is in line with the objectives of the curriculum.

Deeper professional learning: how leaders design for teachers to share their deeper learning practices

PurposeA core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates how a group of researchers organized professional learning activities around conferring, a promising deeper learning practice.Design/methodology/approachThe author examines how the leaders of a Networked Improvement Community (NIC) created the conditions for teachers to share their deeper learning practices through a case study. The case study centers on one school team’s learning through their participation in the NIC activities, as evidenced by the artifacts they created and their exchanges with their team, participants from other schools and researchers.FindingsThe trajectory of one team through three NIC activities – a video club, a pitch and user testing – shows how they examined their own conferring practice, got ideas for change and shifted their thinking and practice toward a more student-centered approach. Insights from the case suggest three design principles – a common problem of practice, shared representations of practice and intentional network configurations – for deeper professional learning, or learning experiences that engage educators in purposeful and collaborative inquiry into deeper learning practices.Research limitations/implicationsTwo limitations of the case are a lack of data on the perceived experience of participants, which could speak to the depth of Irving’s shift toward student-centered conferring, and the narrow time scope of the NIC, which limits exploration of the sustainability of the changes to conferring.Practical implicationsThe design principles represent important features for researchers and leaders to consider in ongoing efforts to scale deeper learning. Leaders might use the principles to examine existing or future professional learning efforts.Originality/valueThis case study extends an understanding of one facet of leadership for deeper learning: fostering professional community. Future research is needed to examine the educator experience of participating in deeper professional learning and its sustained impact on practices.

Experiential Leadership Learning: Narratives of a Multiple Case Study of Mexican School Leaders Appointed to Indigenous Schools

Experiential Leadership Learning: Narratives of a Multiple Case Study of Mexican School Leaders Appointed to Indigenous Schools

Professional learning in primary science: developing teacher confidence to improve the leadership of teaching and learning

ABSTRACT The worrying decline in the status of primary school science in schools in England has been linked to low teacher confidence in teaching science and to schools being heavily focused on achievement in English and mathematics. This article reports on a novel professional learning strategy that was provided for 23 primary science leaders over five half-day workshops. Workshops focused on key topics that teachers reported having least confidence in teaching. Through a structured series of learning episodes, each workshop included knowledge and skills acquisition, opportunities to apply new knowledge and skills to primary-focused practicals, the introduction and application of scientific vocabulary, discussion and reflection time. Findings from pre- and post-workshop questionnaires undertaken with all participants and in-depth interviews with eight participants were examined from a phenomenological perspective. Participants reported that the workshops had significant and positive influences on raising their ability to teach science effectively and to build their confidence in leading colleagues. Participants also reported that the status of science in their schools had been improved.

The adoption of evidence-based policing: the pivotal role of first-line police leaders across England and Wales

Purpose First-line leaders across the emergency services are instrumental in leading the development of a workforce fit to face current and future challenges. As such in addition to utilising their specific craft, leaders need to be equipped to understand and apply evidence-based practices. With a focus on first-line leadership in policing, this paper will have both national and international resonance for those organisations attempting to embed an evidence-based culture.Design/methodology/approach The paper utilises a review of literature to develop a viewpoint identifying challenges and benefits of the adoption of evidence-based policing (EBP) by first-line leaders.Findings First-line leaders, whether police officers, police staff or volunteers, require opportunities to develop their own knowledge, understanding and skills of applying EBP in the workplace. Acknowledging challenges exist in the widespread adoption of EBP, such learning, at the appropriate educational level, will enable leaders to effectively champion the adoption of EBP, informing both their own decision-making and professional practices as well as those across their teams.Practical implications The first-line leader role is highly influential, as such, it is essential that these leaders develop their knowledge, understanding and application of EBP in the workplace in order to lead the expected cultural change.Originality/value This paper provides a current framework for the understanding of the context and potential impact of educationally levelled formal leadership learning required to champion the broad adoption of EBP across policing.

Deeper learning and leadership development in a school–university partnership with a rural district

PurposeTo meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader abilities to support deeper learning for students.Design/methodology/approachThis research focused on a 17-year collaborative partnership between one rural school district and a university research and outreach organization to develop deeper learning experiences for students through shared and supportive leadership and learning of teachers and leaders. The researchers utilized documents, field notes and interviews with administrators to validate the data.FindingsThe study’s findings suggest that participation in authentic, researched-based professional development through the partnership improved the skills of leaders and teachers to support deeper learning for students. This partnership heightened teacher and leader capacity to promote and support continued change and sustainability.Originality/valueThis case study explored how one university center collaboratively engaged with a district by sharing research and strategies to support the development of leaders and teachers to create deeper learning for students. Through these experiences, the district evolved its deeper learning system and improved its organizational effectiveness, leadership development and learning for all.

Kepemimpinan Pembelajaran Guru Berbasis Budaya Kearifan Lokal Dalam Menumbuhkan Profil Pelajar Pancasila Pada SMA Islam Dan Umum

Research problems include student literacy and low character impact on learning outcomes, as well as the cultural value of local wisdom. The aim of the research is to describe and discover teacher learning leadership based on local wisdom culture, especially Pancasila Education, in growing the profile of Pancasila students. The research method uses qualitative. The research was carried out at public senior high school 5 and senior high school UII Yogyakarta in 2023. Research procedures include: (1) research grand tour; (2) data collection; (3) analysis; (4) results. Data collection techniques include interviews, observation, documentation. The results of the research show that teacher leadership in learning to integrate the cultural values of Yogyakarta local wisdom is able to grow the profile of Pancasila students. Local wisdom cultural values include: (1) behavior; (2) cultural products; (3) artifacts; (3) customs.