Departmental Leadership in Higher EducationThis work is primarily aimed at those who have, or will have, a role in leading departments or teams in higher education institutions. It examines the ways in which mainstream leadership thinking does - and does not - apply to departments and teams in HEIs and suggests that departmental leadership is critical to institutional well-being. A series of substantive chapters explores assessment, learning and teaching, research and scholarship, administration and continuing professional development, and the final chapter discusses the ways in which individuals learn how to lead. |
Contents
Changing | 3 |
Leadership Theory Leadership Practice | 26 |
Leading in Higher Education Departments | 47 |
Copyright | |
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academic staff achievement action activity activity theory administrative andragogy appraisals approach assessment behaviour bell curve Chapter colleagues collegiality community of practice complex concepts context contingency theory conversations course course evaluations criteria culture curriculum departmental effective emphasis evaluation example experienced leader faculty feedback formal formative assessment Fullan goals head of department HEIs higher education ideas identify identity implications important improvement individual institutional involves issues judgements Knight knowing knowledge leadership learners learning to lead means ment mentoring metacognition organizational organizational learning organizations outcomes perspective planning problems professional development professional learning programme reflecting reliable responsibility role sensemaking situated learning situation skills social practice theory student learning suggests support staff tacit Tacit knowledgeability teachers teaching teams and departments technical-rational Thames Valley University things thinking tion trait theory Trowler understanding values Wenger workgroup