Quality Enhancement in Principle and Practice: A Case Study in Leading Change

The paper presents a case-study about the experience of leading sector-wide change from within a national agency. This experience is analysed in relation to the literature on leadership and change and against the back-drop of wider social, economic and political changes affecting higher education in the UK -- changes that have parallels in other countries. From the literature, the author draws out certain 'principles' about leading change and highlights the activities that were developed in practice. The case that is discussed is that of the 3-year 'Graduate Standards Programme' mounted by the former Higher Education Quality Council in the UK. This Programme (the GSP) was formally set up to define and establish threshold standards for undergraduate degrees in the UK, but also sought to examine UK approaches to defining and assuring standards in the light of far-reaching changes affecting the higher education system. Lessons about leadership, managing change and quality enhancement in an academic context are drawn out. The author concludes that 'good process' is more important than the static notion of 'good practice' when seeking to create and lead change in higher education.     

New Realities for Leadership and Governance in Higher Education?

This paper considers some of the new realities that are likely toaffect higher education, particularly those arising from developmentsin communication and information technologies. Four scenarios arepresented as illustrations of how higher education might change;some of the elements that make up these scenarios are alreadyemerging. The paper then explores the role that leadershipand governance play in helping institutions to address the newrealities, particularly as change impacts on institutional culture and functioning.     

Four Blocks for Literacy

The literacy hour within the National Literacy Strategy is now part of primary classroom practice in the UK. That literacy hour consists of four distinct parts which are debated here. In addition an alternative Four Blocks framework, as used by some schools in the USA, is explored. The differences between those approaches are noted which raise questions about the time allocation, a sustained involvement with reading and writing, and teacher autonomy in the literacy hour.     

Indeed,sometimes knowledge does not help: A replication study

In an earlier study we found that intermediate experts in the domain of economics did not surpass novices in complex learning and knowledge application with a computer-based business simulation. In the present study, it was investigated whether these contra-intuitive findings can be replicated. In order to scrutinize the reasons which led to these findings, some parameters of the learning environment were changed. The duration of the exploration phase and of the problem-solving phase as well as the complexity of the situations were increased, motivation and acquired declarative knowledge were assessed. In view of mastering recurring demands and the functionality of mental models, no differences were found between a group of novices (15 students of humanities with a supplementary training in economics) and a group of intermediate experts (13 advanced students of economics). The findings of the original study were replicated, motivation had no effect on the result. In terms of declarative knowledge, the novices turned out to be even better.     

Not Enough Science or Not Enough Learning? Exploring the Gaps between Leadership Theory and Practice

This paper addresses the relationships between leadership theory, practice and development, drawing on both the higher education and wider leadership literature. It explores why challenges and problems exist within the contested field of leadership theory and why gaps remain between theory and practice after more than a century of research – and indeed, with increasing levels of research, scholarship and development in the last 25 years. After highlighting the importance of context for theory, practice and development, the first section of the paper examines a range of factors that contribute to theoretical ‘contests’ including different starting assumptions made by researchers, the different focus of studies, examination of different causal links to explain leadership, differences in values and cultural lenses and different constructs, terminology and perspectives. The second section examines the challenges faced by leadership practitioners, as individuals, and through exercising leadership as a collective responsibility in the context of changing operating environments within higher education institutions and across sectors and countries. The author highlights three areas where some re‐thinking of the links between theory and practice are necessary – at the input stage, linking research findings and recruitment practices; in terms of outcomes, by researching links between leaders, leadership and performance; and in process terms, to examine more deeply complex and relational dynamic of leadership in action. The third section offers a number of specific suggestions as to how closer alignment between theory, practice and development can be achieved. The paper concludes by arguing for greater maturity (in research, practice and development) that acknowledges that leadership is played out in complex, dynamic and changing social systems. A stronger emphasis on ‘leadership learning’ should deliver both better science and better outcomes for leaders and led in higher education.     

对中国与瑞典男子乒乓球队在37～40届世乒赛中发球、发球抢攻、发球后连续抢攻抢拉的效果分析

对37～40届世乒赛中国与瑞典男队15名优秀运动员发球、发球抢攻及发球后连续抢攻抢拉的成功率进行了统计,并对全队成功率及成功率最高的运动员进行了分析.探讨了这几项技、战术的发展趋势,找出了我国男子运动员存在的差距,为我国男子乒乓球队今后的训练提供了参考依据.