This report is part of a wider three-year program of research, Vocations: the link between post-compulsory education and the labour market, which is investigating the educational and occupational paths that people take and determining how their study relates to their work. Previously the authors theorised that vocational streams, whereby people study for a field of practice rather than a specific job, could support occupational progression; for example, a ‘care’ vocation could include workers within aged care, mental health, child care and disability care.
This report looks specifically at mid-level qualifications, such as diplomas, advanced diplomas and associate degrees, and how they assist entry to and progression in the labour market. In order to explore these issues, the authors analyse data from the Student Outcomes Survey and the Survey of Education and Work. In addition, they undertake case studies of mid-level qualifications in engineering and finance and also examine the roles of physician assistants in health, and veterinary technologists in agriculture, to see how mid-level qualifications can be strengthened.
This research explores how the connections between qualifications and work can be improved to help strengthen educational pathways and occupational outcomes. This working paper is an initial examination of what is known about pathways in tertiary education as well as the loose associations between vocational qualifications and the jobs graduates do. The next stage of the research will explore these pathways in more detail through interviews with tertiary students, graduates, teaching staff and managers.
This paper is part of a wider three-year program of research, ‘Vocations: the link between post-compulsory education and the labour market’, which is investigating both the educational and occupational paths that people take and how their study relates to their work. This particular paper looks at these pathways within and between VET and higher education.
Studying for a doctoral degree can be a lonely, dispiriting experience. You huddle in the library during yet another weekend away from loved ones, frantically searching the basement for an ancient tome that you desperately need to finish your literature
review. Life appears to devolve into a numbing monotony punctuated by paralyzing moments of stress and the occasional minor success. When you reach the all but dissertation (ABD) stage, your waking hours seem to endlessly revolve around a few mundane tasksread, write, edituntil you have successfully completed your oral defense. During the bleakest hours, well before the end is in sight, when your money, health, and resolve are at a collective nadir, it can feel like your path is too long and you are making no progress. Suffering through these moments of tremendous self-doubt, it can feel like there are too many obstacles and not enough support to finish this long, solitary, tortuous journey.
Stemming from a series of discussions at recent women's academic conferences in the U.S. and abroad, Women Interrupting, Disrupting, and Revolutionizing Education Policy and Practice is born of the frustration many scholars have expressed over the stagnation of the study of women in educational leadership. Whitney Sherman Newcomb and Katherine Cumings Mansfield
have brought together the works of a broad range of feminist scholarsseasoned and newer academics and studentsto address the questions: in what ways is feminism in the field of educational leadership stalled? What can we do to move ahead?
James Ryan sets out to explore what he calls inclusive leadership through a presentation of his understanding of this practice and critical examinations of relevant research and practices. This very readable and practical book offers insights into one of the most challenging issues facing leaders in schools in the United States, Canada, and Europe at the beginning of the 21St century: the increasingly complex nature of student diversity. Its strength lies in the ways leadership is redefined as being more than a collection of managerial strategies employed by individuals in positions of authority to achieve pragmatic goals. Instead, Ryan explores the multifaceted nature of successful leadership practices in schools whose student bodies represent diversity in ethnicity, race, class, gender, and ability. His intention is to demonstrate how effective leadership works in such settings, to explore obstacles embedded in existing leadership practices,
Wilkins presents interesting concepts in Education in the Balance: Mapping the Global Dynamics of School
Leadership regarding principles of school leadership. Wilkins notes that innovation and greater ownership are needed in leadership. In the introduction, he identifies that Education in the Balance connects several
related but different fieldseducational policy, globalization, philosophy, the future purpose of schooling,
leadership publications, school effectiveness, comparative education, and academic disciplinary writing
centered around educational geography.
Change in education is easy to propose, hard to implement, and extraordinarily difficult to sustain (Hargreaves & Fink, 2006, p. 1).Sound familiar? I am sure it does if you have spent any time in a school leadership role!
Continuous, sustainable educational improvement is possible. However, it is most dependent on successful leadership. Andy Hargreaves and Dean Fink make such a case in their book Sustainable Leadership and further note a relevant truism: Making leadership sustainable is difficult too (p. 1). This easy-to-read text is full of such principles, each of which makes the book a powerful and timely read. This book addresses one area of school leadership that is a most important, yet often neglected subject in education today: educational improvement as correlated with leadership sustainability. Kouzes and Posner (1995), support such an integrated concept in their classic read The Leadership Challenge by relating the following: There are monumental differen es... (preview
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ecently, I gave a reading at a local independent bookstore for my new book, Trans/Portraits: Voices From Transgender Communities. The book uses an oral history framework to examine the daily lives of 34 transgender and nonbinary individuals
Nature of Leadership
Effective leadership is a key factor in the life and success of an organization
Leadership transforms potential into reality.
Leadership is the ultimate act which brings to success all of the potent potential that is in an organization and
Leaders propose new paradigms when old ones lose their effectiveness.
This report presents a review of leadership theory and competency frameworks that was commissioned to assist the development of the new National Occupational Standards in Management and Leadership.
This eBook describes the ten most popular contemporary leadership theories and models. You can use thse as inspiration and a potential toolkit from which you can develop your own leadership style based on your own personality, the task at hand and the team that you are leading.
Interest in leadership increased during the early part of the twentieth century. Early leadership theories focused on what qualities distinguished between leaders and followers, while subsequent theories looked at other variables such as situational factors and skill level. While many different leadership theories have emerged, most can be classified as one of eight major types:
The study of leadership has been an important and central part of the literature on management and organization behavior for several decades. Leadership is a topic of interest, study and debate in almost every professional community worldwide.
Organizations are constantly trying to understand how to effectively develop leaders for long term success within their organizations. The systemic problem with this endeavor is that there are many different leadership theories and styles. These options make it virtually impossible for professionals to agree concerning which one theory and or style can best help organizations to develop great leaders. Indeed, “no other role in organizations has received more interest than that of the leader” (Schwandt & Marquardt, 2000,p. 177).
The test of a leader lies in the reaction and response of his followers. He should not have to impose authority.
Bossiness in itself never made a leader. He must make his influence felt by example and the instilling of
confidence in his followers. The greatness of a leader is measured by the achievements of the led. This is the ultimate test of his effectiveness.
Robert R. Blake and Anne Adams McCanse1 refined the Leadership Grid® which identified various types of man- agerial leadership based on concern for production cou- pled with concern for people. While they consider the “team management” style of leadership to be ideal, they recognize that it may be difficult to implement in some work situations. Effective managers have great concern for both people and production. They work to motivate employees to reach their highest levels of accomplish- ment. They are flexible and responsive to change, and they understand the need to change.
One of the most intriguing expressions of human behavior is the leader-follower phenomenon. Since the beginning of civilization, people have sought answers to the questions of who becomes a leader and why. Philosophers, political scientists, and psychologists have produced extensive literature on leaders and leadership, but despite this, there is still no consensus as to why and under what circumstances some become leaders and others remain followers. There is no universal theory of leadership and no precise formula for producing leaders, and the answers are elusive. Furthermore, the debate continues about whether effective leadership and successful management are synonymous. Perhaps one of the best ways to answer some of these questions is to describe some of the views about leadership. This provides a beginning for defining leadership, for explaining the power associated with it, for discussi g the various current theories about it and for determining where theories coalesce and diverge.
Within the context of my Ph.D. dissertation, I am interested in (1) the impact of superiors management skills and subordinates’ working skills on the building of their (hierarchical) relationship and (2) the impact this hierarchical relationship has upon the mental health of workers (i.e. both superiors and subordinates). Research to date has revealed the potentially negative consequences that hierarchical relationships can have on mental health; thus, for
example, Brun, Biron, Martel & Ivers (2003) found that poor relations with the supervisor constitutes a significant risk factor for mental health. Leiter and Maslach (2004) report similar findings, that is to say, that the quality of social interactions at work is a major risk factor for mental health.
Leadership and management must go hand in hand. They are not the same thing. But they are necessarily linked, and complementary. Any effort to separate the two is likely to cause more problems than it solves.Still, much ink has been spent delineating the differences. The manager’s job is to plan, organize and coordinate. The leader’s job is to inspire and motivate.
GLOBE (Global Leadership and Organizational Behavior Effectiveness) is a research program focusing
on culture and leadership in 61 nations. National cultures are examined in terms of nine dimensions: performance
orientation, future orientation, assertiveness, power distance, humane orientation, institutional collectivism, in-group collectivism, uncertainty avoidance, and gender egalitarianism. In a survey of thousands of middle managers in food processing, finance, and telecommunications industries in these countries, GLOBE compares their cultures and attributes of effective leadership. Six global leadership attributes are identified and discussed. ©
Theories of transformational and charismatic leadership provide important insights about the nature of effective leadership. However, most of the theories have conceptual weaknesses that reduce their capacity to explain effective leadership. The conceptual weaknesses are identified here and refinements are suggested. The issue of compatibility between transformational and charismatic leadership is also discussed. Finally, some methodological problems involving con-struct validation and theory testing are identified, and suggestions for future research are provided.