The findings are based on experience at Aberystwyth Universities libraries using surveys and user experience (UX) activities to identify and understand user requirements.
Abstract
Purpose
The findings are based on experience at Aberystwyth Universities libraries using surveys and user experience (UX) activities to identify and understand user requirements.
Design/methodology/approach
This paper was initially conceived and developed as a presentation for the LibPMC Conference in July 2023. It is included in this special conference issue for this conference.
Findings
There are challenges to successful integration of UX into user engagement processes across the library and IT services. To improve shared analysis and collaborative ideas generation we developed an interactive data dashboard.
Originality/value
The research is based on practical approaches to improving our understanding of student use and requirements at Aberystwyth University libraries. It explores mechanisms used to collect findings from all areas of UX, including library surveys, focus groups and UX activities to be able to analyse and share all student experience data – to be able to analyse themes and generate ideas and actions for development.
Details
Keywords
Elizabeth Rushton, Nicola Walshe, Alison Kitson and Sarah Sharp
In England, climate change and sustainability education (CCSE) is predominantly taught with a focus on knowledge in school geography and science. However, whole-school approaches…
Abstract
Purpose
In England, climate change and sustainability education (CCSE) is predominantly taught with a focus on knowledge in school geography and science. However, whole-school approaches to CCSE exist which encompasses curriculum, campus, community and culture. Drawing on conceptualisations of the ecological approach to teacher agency we explored the ways in which the leadership of a whole-school approach to CCSE was implemented across four case study schools.
Design/methodology/approach
Four case study schools were identified as having implemented CCSE across the areas of classroom, culture, campus and community, with opportunities to share good practice. During visits to each school, we completed a series of 15 interviews with teachers who had roles leading geography (n = 4) and science (n = 4) curricular; school leaders (n = 4) and sustainability coordinators (n = 3). We engaged with a range of school curricula and policy materials and toured each site.
Findings
At the heart of an effective approach to whole-school CCSE are leaders who create the conditions for teachers to achieve agency and enact curriculum making as a social practice. School leaders themselves are critical in ensuring the culture, professional norms and expectations are established and nurtured. Over time, teachers are able to identify and create spaces of agency in relation to CCSE which reach beyond their immediate communities.
Originality/value
This research brings together teacher agency, curriculum making and leadership practices to better understand why some schools achieve agentic cultures as part of whole-school CCSE.
Details
Keywords
Previous studies found that principals must be involved in both instructional leadership and organizational management, yet they did not explain how the former supports the…
Abstract
Purpose
Previous studies found that principals must be involved in both instructional leadership and organizational management, yet they did not explain how the former supports the latter. To narrow this gap in the available research-based knowledge, the current study explored the contribution of organizational management to instructional leadership.
Design/methodology/approach
This study was qualitative in nature. The study participants were 28 principals of elementary schools in Israel. Data were collected through semi-structured interviews. Data analysis, based on coding, aimed to cluster the eight organizational management functions according to how each function supports instructional leadership.
Findings
The present study revealed that the eight functions of organizational management support four main aspects of instructional leadership: (1) Developing a positive learning climate; (2) Improving teaching quality; (3) Realizing the school instructional vision; and (4) Enabling instructional leadership.
Originality/value
The findings of this study reinforce the argument that although instructional leadership is the critical component of effective school leadership, it should be supported by other frameworks.