scholarly journals Understanding race and educational leadership in higher education

2018 ◽  
Vol 32 (4) ◽  
pp. 192-200 ◽  
Author(s):  
Jason Arday
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Career Trajectory ◽  
Senior Leaders ◽  
Organizational Barriers ◽  
The United Kingdom ◽  
Leadership In Higher Education ◽  
The Uk

The dearth of representation regarding Black and Ethnic Minorities (BME) in senior educational leadership roles within higher education (HE) has become a salient issue as egalitarian notions associated with equality and diversity continue to be contradicted by university institutions, despite increased calls for greater diversification. Educational leadership in higher education within the United Kingdom (UK), particularly when aligned to the primacy of race, remains oblivious to some of the organizational barriers encountered by BME academics attempting to navigate a career trajectory towards senior leadership. The diversification of senior leaders within the Academy in the UK has increasingly become an issue that, although prevalent, has stagnated owing to the lack of visible BME senior leaders and penetrative change to address the disparity regarding recruitment and promotion of more BME academics to leadership hierarchies. This article draws on a collective biography methodology, which will utilize narratives from three BME academics in senior leadership positions within higher education in the UK, in an attempt to illuminate the challenges that saturate the Academy, concerning leadership opportunities and career pathways for BME academics. The issues drawn upon identify synergies between constructions of race and leadership, whilst considering the interplay between these two vehicles when situated within a higher education context.

Peter’s Transition to Headship: What Can We Learn From His Experience About How to Prepare to Make the Transition From Assistant Principal, or Deputy, to Principal or Head Teacher?

2019 ◽  
Vol 22 (3) ◽  
pp. 28-42 ◽  
Author(s):  
Jill Berry ◽  
Andrew Townsend
Keyword(s):  
United Kingdom ◽  
School Principals ◽  
Assistant Principal ◽  
Illustrative Case ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Head Teacher ◽  
Senior Leaders ◽  
Head Teachers ◽  
The United Kingdom

The transition for new head teachers (school principals) can be a difficult and unpredictable one. This article outlines a case of a deputy (assistant principal) in the United Kingdom as he takes up his first headship. We describe some of the challenges involved and prompt readers to consider strategies that could be used and support that may be accessed to negotiate this challenging period. In particular, this illustrative case shows how the lead-in period between appointment and formal assumption of the role can be productively used. This article would be of use to readers aspiring to take on a senior leadership roles. But it would also be relevant for people working at district level and others involved in recruiting, appointing, and supporting senior leaders.

Distributed leadership in HE

2018 ◽  
Vol 32 (4) ◽  
pp. 185-191 ◽  
Author(s):  
Erica Joslyn
Keyword(s):  
Higher Education ◽  
Distributed Leadership ◽  
Education Sector ◽  
Senior Leadership ◽  
Leadership In Higher Education ◽  
Methodological Tool ◽  
The Uk ◽  
Participatory Model ◽  
Minority Ethnic

Although participatory models of distributed leadership have gained traction across the higher education sector in the UK, it is also the case that forms of exclusion continue to defy aspirations for improving diversity in senior leadership across higher education. This article contends that an (undemocratic) participatory model of distributed leadership has, in effect, provided a framework through which ‘cultural cloning’ can thrive, and most importantly where the exclusion of black minority-ethnic academics can be camouflaged as normal business. This article uses ‘cultural cloning’ as a methodological tool to analyse the implications for black minority-ethnic academics against the structures, processes and politics of this participatory model of distributed leadership in higher education. It concludes that in the interests of exclusion and uniformity, an (undemocratic) participatory model of distributed leadership in higher education has become a utilitarian scaffold that is both ‘a means to an end’ and ‘an end in itself’.

scholarly journals WOMEN AND LEADERSHIP IN ISLAMIC HIGHER EDUCATION IN INDONESIA

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Safrul Muluk
Keyword(s):  
Higher Education ◽  
Women In Leadership ◽  
Education Sector ◽  
Senior Leadership ◽  
Leadership Roles ◽  
Leadership Position ◽  
Women And Leadership ◽  
Patriarchal Culture ◽  
Leadership In Higher Education ◽  
Long Time

In Indonesia, the issue of women in leadership position within public organizations, including in higher education, has been under scrutiny for a long time. Practices of patriarchal culture plays a significant role in the way people perceive women and their contribution have influenced the opportunity for female academics to assume senior leadership roles. Despite the increase in the number of well-educated women in higher education sector, it does not reflect in the number of women assuming leadership roles. This paper presents a brief historical account on higher education sector in Indonesia and then discusses women and leadership in higher education, with a special reference to State Islamic University Ar-Raniry Banda Aceh.

scholarly journals Young People’s Services in an Age of Neoliberalism

2010 ◽  
Vol 8 (2) ◽  
pp. 189-206
Author(s):  
Graham Brotherton ◽  
Christina Hyland ◽  
Iain Jones ◽  
Terry Potter
Keyword(s):  
Higher Education ◽  
Young People ◽  
Higher Education Policy ◽  
Coalition Government ◽  
Youth Services ◽  
Policy Initiatives ◽  
The United Kingdom ◽  
The Uk ◽  
The Way

Abstract This article brings together four different perspectives which explore the way in which various policy initiatives in recent years have sought to construct young people resident in the United Kingdom within particular policy discourses shaped by neoliberalism. In order to do this it firstly considers the way in which the assumptions of neoliberalism have increasingly been applied by the new Coalition Government to young people and the services provided for them; it then considers the particular role of New Labour in the UK in applying these ideas in practice. Specific examples from the areas of young people’s participation in youth services and higher education policy are then considered.

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

scholarly journals Adapting to a Dynamic Higher Education Environment – How the University of Glasgow Library Is Taking Up the Challenge

2016 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
Susan Ashworth
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Ethnographic Study ◽  
Research Assessment ◽  
Institutional Repository ◽  
The United Kingdom ◽  
Education Environment ◽  
Scholarly Communications ◽  
The Uk ◽  
The University

The University of Glasgow Library is continuously developing space and services to meet the need of students and researchers in an evolving higher education landscape. We are an evidence-based organisation and have used tools such as ethnography, surveys and focus groups to understand how users interact with the physical and virtual library. We have also introduced new roles and created new partnerships across the University, particularly in the context of the United Kingdom Government’s policy on open access and funder requirements for the management of research data. This paper will focus on how the University of Glasgow Library is adapting to both the dynamic scholarly communications environment and the demands of our national research exercise and evidence from users and changing student needs. Every six years in the UK, there is a national research assessment exercise called the Research Excellence Framework (REF) and measurement of the performance of research outputs is a key part of that exercise. From 1st April 2016, in order to be eligible for the next REF, the accepted final version of journal articles and conference proceedings must have been deposited into an institutional repository within three months of the date of acceptance and made open access. Many research funders, such as the Wellcome Trust, also have policies on open access. The Library, in close partnership with the University’s Research Office, has taken the lead in publicising these policies to ensure that researchers are aware of their responsibilities. It has also developed new functionality in Enlighten, our institutional repository service to support compliance. In 2015, the Library commissioned an in-depth ethnographic study to help us more readily understand the changing needs of students and how they use library space. An overview of the results of this work and our next steps will demonstrate how we are “enabling progress”.

scholarly journals Capturing the complexity: Towards a better understanding of collaborative higher education provision in the UK

2021 ◽  
Vol 8 (8) ◽  
pp. 1-7
Author(s):  
John Mariampillai
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Higher Education Institutions ◽  
Student Loan ◽  
Publicly Funded ◽  
Private Providers ◽  
The United Kingdom ◽  
The Uk ◽  
Public Bodies

This article investigates collaborative Higher Education (HE) landscape in the United Kingdom (UK). Collaborative arrangements between publicly funded (i.e. with recurrent funding from the Funding Councils or other public bodies) Higher Education Institutions (HEIs) and other private providers have witnessed a significant expansion since 2010, in terms of student numbers and public-backed student loan support. The focus of this article is on understanding the rationale and complexities around collaborative HE provision involving HEIs and other private providers. This article uses data collected through interviews, involving 19 stakeholders representing collaborative HE provision in the UK.

scholarly journals Academic Career Development in Indonesia and the United Kingdom: A Systematic Literature Review

2021 ◽  
Vol 10 (3) ◽  
pp. 409
Author(s):  
Maya Kurniawati ◽  
Choirul Saleh ◽  
M.R. Khairul Muluk
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Career Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Academic Career ◽  
Community Services ◽  
Journal Articles ◽  
The United Kingdom ◽  
The Uk

Lecturers are an essential element of a higher education institution. The lecturer has two functions in Indonesia, namely an educator and a researcher who has the job in developing and deploying science, technology, and art to the community through the Three Pillars of Higher Education activities: education, research, and community services. This study aims to investigate and answer the three research questions, which involve how the academic career development system for lecturers, how the academic career development patterns for lecturers, and the factors which affect the academic career in Indonesia and the United Kingdom (UK). We chose the UK since it is one of the countries with the most robust higher education system globally. This research was required to capture the gap in academic career development for lecturers in Indonesia and the UK. There are 23 journal articles and other literature included and found using systematic literature review and PRISMA protocol. These journal articles and other literature analyzed by meta-synthesis and could describe the comparative perspectives between an academic career in Indonesia and the UK. These review results can be an excellent comparison for improving higher education systems, specifically in the academic career development for Indonesian lecturers. A significant improvement will encourage universities in Indonesia to embrace the vision as a world-class university.

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