The state of contemporary theory in administration is contentious. This is most evident in the subset of educational administration where controversy rages as evidenced in the…
Abstract
The state of contemporary theory in administration is contentious. This is most evident in the subset of educational administration where controversy rages as evidenced in the Griffiths‐Greenfield debate and its variations. To some extent this argument can be understood through tendencies which Whitehead described as simplemindedness and muddleheadedness but at a more elementary and fundamental level the divergences of opinion can be traced to defects in conceptual mapping. One of these has to do with the taxonomy of administrative process. The article offers a brief listing and critique of attempts at process analysis and then suggests a version (P3M3) which would avoid errors of logical typing and which would allow for a more sophisticated and logically accurate treatment of the terrain. This postulates a non‐rigid and elisible sequence from philosophy through planning, politics, mobilization, and management to monitoring and evaluative feedback. Such a sequence is consistent with conventional wisdom on the politics‐administration and administration‐management distinctions but it affords the possibility for some clinical diagnosis of organizational pathology and for the re‐interpretation of administrative practice. In particular, the article draws attention to the match between the taxonomy and cognitive, value, and reality correlates. Cognitive correlates are based on the work of deBono while value and reality correlates are based on the work of the writer. An important implication of the logic is the peculiar significance of the “synapse” or connection between the fields of administration and management. Leadership would appear to be a function which occurs in mid‐cycle rather than in the Platonic or orthodox view which places it at the initiation of cyclic process.
Three concepts central to a philosophy of administration, viz., power, authority and leadership are examined in the light of theory propounded by Professor Donald Rogers. This…
Abstract
Three concepts central to a philosophy of administration, viz., power, authority and leadership are examined in the light of theory propounded by Professor Donald Rogers. This theory is in the history of ideas and traces over the long term, for Western culture, the successive emergence of hierarchial, atomic‐mechanical and organic patterns. The last is closely related to the field theory approach in physics. It is argued that a conventional set persists in contemporary administrative thought which lags the emergence of field‐type constructs. An alternative mode of conceiving organizational structure is postulated taking educational administration as an illustration. The implications for the major concepts of power, authority and leadership are examined as well as those for administrative status. Conclusions reached tend to support the pattern of preparation for administration developed by the British Civil Service. Persistence of atomic‐mechanical thinking would tend to aggravate Thompson's organizational theory which points to conflict between professional experts and line administrators.
The genesis of the moral leadership concept in educational administration and examples of studies exploring this idea during the 1979‐2003 period are discussed. The author…
Abstract
The genesis of the moral leadership concept in educational administration and examples of studies exploring this idea during the 1979‐2003 period are discussed. The author recommends more contextually sensitive descriptive studies with a focus on the social relations among school leaders and others, giving particular attention, in a phenomenological sense, to the meanings, perspectives, and espoused purposes of school leaders’ actions, social relationships, and interpersonal orientations.
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Colin W. Evers and Gabriele Lakomski
The purpose of this paper is to offer a critical reflection on ideas that have been published in the Journal of Educational Administration over the last 50 years that present…
Abstract
Purpose
The purpose of this paper is to offer a critical reflection on ideas that have been published in the Journal of Educational Administration over the last 50 years that present perspectives on the nature of educational administration and its various aspects, that are alternatives to the mainstream systems‐scientific view of educational administration.
Design/methodology/approach
The paper employs a standard analytic philosophy methodology with a focus on argument structures found in epistemology. The approach is to argue that the content and structure of administrative theories is shaped significantly by background epistemologies that determine the nature and justification of administrative knowledge
Findings
Epistemologies for both the traditional systems‐science approach to educational administration and a range of alternatives are identified and specified, and the most characteristic features of these approaches that follow from their epistemologies are described. The paper permits inferences about theory choice, and what approach is best, based on a discussion of the merits of the different epistemologies.
Originality/value
The principal value of the paper is to classify and demonstrate the most general features of the arguments that have been behind the large‐scale theoretical differences in the field of educational administration.
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The purpose of this paper is to undertake a personal, historical, analytical and interpretive investigation of the evolution of the concept of authentic leadership in educational…
Abstract
Purpose
The purpose of this paper is to undertake a personal, historical, analytical and interpretive investigation of the evolution of the concept of authentic leadership in educational administration/leadership over a number of decades.
Design/methodology/approach
The paper includes the author's reflections on his own journey on the topic as well as an analysis of the contributions of great researchers, theorists and writers since early in the twentieth century but, especially, since the early 1960s.
Findings
While there is no coherent body of literature on the development of the concept of authentic leadership, there is a general discernible trend starting with a focus on self (know thyself, to thine own self be true); to considering and defining self in relationships; to accepting that there is a moral force behind notions of self-fulfillment; to recognising that authentic leaders operate in a real post-modern (perhaps post-post modern) world of pressures, paradoxes and ethical challenges. This is often a world of standards, assessment and accountability for performance outcomes.
Originality/value
The paper draws on the author's own research journey and legacy on the topic as well as the contributions of “giants in the field” who have continually pushed the envelope when exploring the topic and closely interrelated topics.
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Christopher S. Reina, Suzanne J. Peterson and David A. Waldman
Emotions and affect continue to garner widespread interest in the organizational sciences, and psychometric instruments tend to be the most often utilized method of assessing…
Abstract
Emotions and affect continue to garner widespread interest in the organizational sciences, and psychometric instruments tend to be the most often utilized method of assessing emotional phenomena in the workplace. However, psychometric questionnaires/surveys suffer from various shortcomings in that they may not adequately capture the underlying emotional experiences of individuals for various reasons (such as social desirability, lack of awareness, political posturing, and so forth). Neuroscience approaches allow researchers to directly assess the underlying neural activity that is occurring inside individuals’ brains. Accordingly, neuroscience can help researchers to overcome some of the limitations of surveys, thus allowing for both broader conceptualization and measurement. We briefly discuss the various neuroscience methodologies that can be used to help researchers gain insight into how individuals in the workplace experience emotions. Our discussion targets emotional contagion and emotional regulation as two areas that could especially benefit from utilizing a neuroscientific approach. We end the chapter with a consideration of practical implications.
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Major disasters make very newsworthy stories – not only because they areunusual events but because of the human interest angle. No matter howhorrific the circumstances, the public…
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Major disasters make very newsworthy stories – not only because they are unusual events but because of the human interest angle. No matter how horrific the circumstances, the public seems to be fascinated by other people′s misfortunes and the press and broadcasting media know it. The manner of coverage and reporting often leads to criticism that the media were intrusive and lacking in sensitivity, as in the live filming of the Hillsborough disaster. The press and broadcasting agencies argue that they have a right to report and comment on matters of public interest. Moreover, they feel that matters of discretion and good taste should be left to them. This calls for good relationships between the authorities and the media. The aim should be to give accurate information and assist reporters where possible, provided that the judicial process is not compromised, operations are not hampered and there is no invasion of privacy. In return, there are many ways in which the media can help the authorities, for example by broadcasting messages, providing photographs and newsreel film to assist enquiries and training personnel as spokespersons. Such co‐operation is likely to be achieved through sensible policies and good, workable press arrangements.
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An essential part of any customer experience management strategy is providing a seamless experience. One of the roadblocks, often a recurring barrier, is the presence of silos…
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An essential part of any customer experience management strategy is providing a seamless experience. One of the roadblocks, often a recurring barrier, is the presence of silos. Many people see corporate silos as a function of the organisational structure. But that is only one part of the problem. Influencing siloed mindsets across the length and breadth of the organisation is probably a more significant challenge. The siloed structure and mindset together impact the culture of the organisation that, in turn, affects their quality of customer experience management. This chapter covers the essential aspects of understanding the meaning of silos, including a historical, cultural and organisational perspective on what creates silos. While silos are inevitable, their adverse consequences are not. This chapter provides directions on how to overcome the adverse aspects of silos, thereby enabling better management of customer experiences. Multiple examples, from a customer as well as an organisation point of view, are used to highlight this dimension. The chapter also covers the role of a leader in breaking a silo culture and enabling successful application of various strategies for customer experience management.
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This chapter discusses the coupling of High Impact Educational Practices with an Active Learning pedagogical approach applied within an introductory undergraduate Visual…
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This chapter discusses the coupling of High Impact Educational Practices with an Active Learning pedagogical approach applied within an introductory undergraduate Visual Communication course (VC1). The course involves several high impact educational practices, such as collaborative assignments, community-based learning, and ePortfolios as reflective tools. VC1 is also open across the School of Art, Design, and Media and accordingly attracts a diverse, multicultural cohort. This heterogeneity provided an ideal circumstance to encourage the exploration of differing cultural perspectives, life experiences, and worldviews and, subsequently, an opportunity for students to better connect with the subject matter on an intercultural level. While the entire course successfully implemented several high impact practices (HIP), this chapter aims to provide a concise overview of these methods before differing to a more microanalysis; focusing on an integrated, preventing visual plagiarism workshop, which leveraged global knowledge, active learning, and collaborative discourse to facilitate improved academic integrity among the student body. The workshop engaged students by posing ethically driven questions through active learning exercises, such as case study discussions and reflective making activities, to open dialogues and encourage debate on various, and often opposing, ethical perspectives. The overarching objective of this workshop was for students to develop best practice ethical frameworks to subsequently inform and underpin their creative practice, both within higher education and in a professional industry context.