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111.
Phil Radcliff 《Action Learning: Research and Practice》2017,14(1):72-82
This account of practice encompasses a pilot virtual action learning programme with a small group of learners. This was an 18-month extension to the one-week Leadership Open Programme that the participants had previously completed at the Business School. It includes insights from an evaluation study completed in early 2016. It considers in particular the following issues: the structuring of a virtual event; the significance of maintaining continuity of learning; the need for commonality of reference points about leadership in order to enhance it; the selection of problems by participants; whether leadership development itself is a ‘wicked problem’ and the role and skills required of the tutor to add value to the learning experience. Amongst other benefits, the participants found the chance to build relationships broke down the loneliness of leadership and greatly enhanced their learning. These issues will be explored further in a review planned for early 2017. 相似文献
112.
Sue Shepherd 《Perspectives: Policy and Practice in Higher Education》2017,21(4):129-134
Pre-1992 English universities are changing the way they appoint their deputy and pro-vice-chancellors (PVCs). Traditionally, PVC posts were filled by internal secondment from within the professoriate, but these days an increasing number are appointed by means of external open competition involving advertisement and/or executive search. So has this ‘opening up’ of PVC positions created new career progression opportunities for professional services managers? Findings from a census, online survey and interviews with a range of senior university managers suggest not. Despite the PVC role becoming more managerial, those getting the jobs remain overwhelmingly career academics. Professional services managers confront a glass wall, excluded from consideration by a non-negotiable requirement for academic credibility. Aware they have little chance of getting a PVC job, they are unlikely to apply. The continued monopolisation of PVC posts by academic managers represents a form of social closure that serves to maintain their elite status. 相似文献
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创业型领导:公司创业中高管团队的新角色 总被引:1,自引:0,他引:1
随着传统管理各项职能趋向“创业化”,创业和领导理论也呈现出交叉和融合的态势,领导者需要通过创业型领导来促进创业。为了应对动态复杂环境并推动组织变革,高管团队可以通过创业型领导来保证公司创业的实施和成功。 相似文献
115.
采用文献研究法,以虚拟团队共享领导为主题,对现有研究进行梳理和分析。研究发现,共享领导比传统领导更适应虚拟团队;虚拟团队共享领导受成员个体、团队、垂直领导和组织支持、媒介等因素的影响;共享领导对虚拟团队结果和个体产出产生影响。最后,提出未来研究方向。 相似文献
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基于双元领导理论、创新理论和组织社会化理论,旨在探究双元领导对新员工社会化适应与创新的影响机制与边界条件。以354名企业新员工为调查对象,运用层次回归分析方法对概念模型进行检验。结果表明:(1)双元领导与新员工创新行为和任务绩效呈显著正相关;(2)角色宽度自我效能感在双元领导与新员工创新行为之间起部分中介作用;(3)角色清晰在双元领导与任务绩效之间起完全中介作用;(4)领导力对双元领导与角色宽度自我效能感和角色清晰之间的正向关系具有显著的强化效应。最后,对研究结果和研究意义进行了讨论并对未来研究做了展望。 相似文献
119.
Monica Taylor Jennifer Goeke Emily Klein Cynthia Onore Kristi Geist 《Teaching and Teacher Education》2011,27(5):920-929
This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures. 相似文献
120.
Anita K.W. Chan 《Gender and education》2011,23(6):745-759
Over the past two decades, the feminisation of primary school teaching has been identified by the media and government officials in Western countries as an important contributing factor to boys' academic problems. This panic, which has been criticised by feminists as a backlash and a form of recuperative politics, has promoted the development of research into gender and education, particularly studies related to the gendered culture of primary schools and on the masculinities of male teachers. However, male primary principals remain relatively under-researched in the literature, despite the importance of their structural position and increasing concern over the masculinisation of school leadership. This paper aims to contribute to the discussion by critically analysing the interpretive frameworks of 12 male primary school principals. The findings reveal not only the complex, contradictory and at times culturally specific gendered discourses that some male principals employ, but also their feminising and masculinising effects on the school workplace and leadership. 相似文献