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Book part
Publication date: 8 November 2010

Michael Bezzina and Charles Burford

In recent years, a number of significant Australian initiatives in schools have focused on a deeper understanding of the process and the role of leadership in cultivating and…

Abstract

In recent years, a number of significant Australian initiatives in schools have focused on a deeper understanding of the process and the role of leadership in cultivating and promoting the core work of the school – teaching and learning. This chapter reports the research findings of the Leaders Transforming Learning and Learners (LTLL) Program (2004–2009) and in particular on how teachers experienced the changed approaches to leadership and the resultant ownership and commitment to the various learning projects utilized to implement a new framework for learning. The purpose of the project was to develop and implement with nine schools a professional learning program to assist schools and teachers transform their teaching and learning processes through leadership practices that emphasised sharing. The program was premised on a strong view that transformative learning must be the objective of all schools and a critical element of the responsibilities of leaders in those schools. A framework for leadership and learning highlights the importance of moral purpose for learning innovations, teacher leadership as the core imperative for school change and the critical elements of authentic learning and educative leadership that contribute to successful linking of learning and leading.

Details

Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership
Type: Book
ISBN: 978-0-85724-445-1

Available. Open Access. Open Access
Article
Publication date: 26 August 2024

Vincent Cassar, Katarzyna Tracz-Krupa and Frank Bezzina

In this study, we explored factors driving evidence-based management (EBM) decision-making in Poland which has experienced changes from state-controlled market environments to…

249

Abstract

Purpose

In this study, we explored factors driving evidence-based management (EBM) decision-making in Poland which has experienced changes from state-controlled market environments to more competitive ones. Evidence-based management requires the critical use and adaptability to information to deal with complex problems.

Design/methodology/approach

In total, 422 Polish managers responded to a telephone survey measuring their perceptions about decision-making culture, styles, competence, and their use of specific sources to derive the evidence to enable them to make evidence-based decisions. Informed by theoretical principles, we used Hayes’ PROCESS macro (Model 4) to examine whether each factor produced direct effects on EBM decision-making and the mediating influence of competence and style in the relationship between culture and perceived evidence-based decision-making.

Findings

All three factors correlated positively with perceived evidence-based decision-making. Moreover, style was not predictive of EBM decision-making compared to competence and culture while culture had an imposing effect on decision-making both as a direct effect and indirectly through competence.

Originality/value

This study provides important insights into the perceptual state of EBM among Polish managers. It emphasizes the importance of embracing diverse cultures and improving critical thinking to help managers make more evidence-based decisions during significant changes in the business world.

Details

Central European Management Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2658-0845

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Article
Publication date: 9 August 2013

Michael Bezzina

This study aims to explore the dynamics by which exposure to a moral rationale is given expression in schools, and how this is perceived as impacting on teaching, leadership…

3116

Abstract

Purpose

This study aims to explore the dynamics by which exposure to a moral rationale is given expression in schools, and how this is perceived as impacting on teaching, leadership practice and student outcomes.

Design/methodology/approach

A total of 11 Australian schools were part of a project in which they were supported in applying a conceptual framework involving moral purpose, learning and leadership to self‐selected improvement initiatives. Extensive focus group interviews with the school project teams were analysed to identify recurrent themes, and to illustrate the dynamics of engagement with moral purpose.

Findings

A significant insight that emerges from this study is that the movement towards increased moral sensitivity enhanced commitment to shared purpose. This movement provided a driver for ethically driven behavior. Part of the contribution of the intervention was to draw attention to these elements of moral purpose, which, in turn, increased teacher and leader sensitivity to their operation, and resulted in changed teacher practice and enhanced learning outcomes for students.

Practical implications

The findings of this study highlight the potential of explicit attention to moral purpose in school communities, and suggest some points of emphasis for school leaders who are committed to improvement built on staff commitment.

Originality/value

While many authors signal as a matter of principle the importance of moral purpose in schooling, and in the leadership of change, it is a comparatively under‐researched area in terms of its practical application. This study makes a contribution to addressing that gap.

Details

Journal of Educational Administration, vol. 51 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 14 August 2009

Michael Bezzina, Robert J. Starratt and Charles Burford

The purpose of this paper is to contribute to the debate on the development of a national curriculum for Australia. The paper challenges stakeholders to interrogate the question…

5046

Abstract

Purpose

The purpose of this paper is to contribute to the debate on the development of a national curriculum for Australia. The paper challenges stakeholders to interrogate the question of national curriculum, its purpose, values and potential for delivering the type of education Australia wants for its citizens in the twenty‐first century.

Design/methodology/approach

The paper provides a general review of the literature, research and opinion associated with the politics, purpose, leadership and potential for change associated with national curriculum innovation.

Findings

The national curriculum looms as the largest educational change in Australia's history and requires a thorough examination by stakeholders of the purposes and values underpinning it and how such a centralised curriculum can build the learning capacity of the nation. Authentic engagement of teachers, “buy in”, bottom‐up and top‐down strategies, extensive time for negotiations and the engagement of educational and political leaders are seen as important for community ownership of the product.

Practical implications

The paper challenges political and educational leaders to conduct the national curriculum building dialogue at the local, state and national level and to open up previous “givens” to interrogation. It calls for a long‐term process to protect the authenticity and moral purpose of the process and maximise its ownership and potential for change.

Originality/value

The paper addresses the greatest challenge yet to face Australian education, to deliver a national curriculum that delivers authentic learning for the future needs of Australians and Australia. It presents a case for stakeholders to engage the challenge through a professionally informed and morally defensible approach.

Details

Journal of Educational Administration, vol. 47 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 August 2005

Z. Zaidi, M. Bezzina and Y. Cherruault

A two‐compartmental open model to study metabolism/elimination that arise in clinical observation and pharmacokinetics, is presented. The purpose of this work is to show how it is…

264

Abstract

Purpose

A two‐compartmental open model to study metabolism/elimination that arise in clinical observation and pharmacokinetics, is presented. The purpose of this work is to show how it is possible to combine the two methods of Alienor and Adomian with observability identification and controllability principles to optimize drug doses.

Design/methodology/approach

Cliniciansa try to know how to detect patients at high risk of 5‐Fu (intravnous administration). The approach is to use a two‐compartmental open model to study its metabolism/elimination and assume that it has a nonlinear behaviour. The methodology chosen brings together two proven techniques to solve the arising differential system. A case study “5‐Fu pharmacokinetics” provides an illustrative application of the combined methods.

Findings

On the basis of the numerical results obtained in the case study it was found that a chart could be set up for individual dose adjustment according to individual parameters relating to dose and plasma concentration. The use of mathematical modeling in this field was shown to be justified.

Research limitations/implications

This research is especially important in the pharmaceutical industry since it allows the prediction of drug behaviour in the body. In future work, we will consider the controllability of this problem.

Practical implications

Improved mathematical modelling would allow physicians to treat patients in an optimal way without compromising their comfort or safety. The practitioner would need only to follow a specified procedure.

Originality/value

The new procedure will be especially important to the pharmaceutical industry and this methodology, combined with statistical analysis, will help to improve drug benefits.

Details

Kybernetes, vol. 34 no. 7/8
Type: Research Article
ISSN: 0368-492X

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Book part
Publication date: 24 July 2020

David Wallace

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder

Abstract

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.

Available. Content available
Book part
Publication date: 16 August 2016

Abstract

Details

University Partnerships for Academic Programs and Professional Development
Type: Book
ISBN: 978-1-78635-299-6

Available. Content available
Book part
Publication date: 24 July 2020

Abstract

Details

University–Community Partnerships for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-439-2

Available. Content available
Book part
Publication date: 27 May 2017

Abstract

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

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Book part
Publication date: 16 August 2016

Barbara Cozza and Patrick Blessinger

The chapters in this book focus on how university-school partnerships can be used to foster academic and program development. The introductory chapter is oriented around three key…

Abstract

The chapters in this book focus on how university-school partnerships can be used to foster academic and program development. The introductory chapter is oriented around three key questions: How do we define innovative international university partnerships? Do these innovative international university partnerships really work? What factors contribute to the success of these collaborations? In addressing these questions, this chapter presents a framework that addresses a taxonomy for innovative programs, elements to develop partnerships, ideas for sustaining collaboration, and challenges that might surface during implementation. In this volume a range of perspectives is presented using case studies and empirical research on how university partnerships are being implemented internationally. These findings suggest that university partnerships have great potential to enhance and even transform colleges and universities.

Details

University Partnerships for Academic Programs and Professional Development
Type: Book
ISBN: 978-1-78635-299-6

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