| spelling |
oapen-20.500.12657-904272024-05-24T02:23:21Z Multilevel Pedagogical Leadership in Higher Education Elo, Janne Uljens, Michael Higher education policy Globalisation studies Critical studies in education Sociology of education Higher education leadership EU perspective on higher education Universities and global citizenship Higher education strategic leadership Ethics in higher education leadership thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organization thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology This Open Access book addresses the theoretical grounding of the pedagogical dimensions of higher education leadership and its empirical study. The book’s general point of departure is that educational leadership is a multi-level phenomenon, operating as policy work on a transnational and national level, as educational leadership on various organizational levels, and as supervision and teaching on an interactional level. It is in and through these discursive practices that policies are initiated, interpreted, translated and enacted. The volume demonstrates how Non Affirmative Theory (NAT) of education applies to understanding and dealing with the pedagogical dimensions of the multi-level and multi-actor phenomena of HE leadership in a coherent manner. It allows one to explore how the pedagogical scope of action at each level of leadership is framed or staged by the other levels, as well as how actors at different levels utilise their scope. The book starts out by exploring the pedagogical aspects of HE leadership as a multi-level and multi-actor phenomenon at a theoretical level. It continues to discuss nation state HE in a global perspective, and HE leadership in an organisational perspective. Next, the book looks at departmental leadership, management and development. Parallel with this, the volume critically explores the non-affirmative position itself by a contrasting dialogue with other theoretical approaches. 2024-05-23T07:47:17Z 2024-05-23T07:47:17Z 2024 book ONIX_20240523_9783031551161_20 9783031551161 9783031551154 https://library.oapen.org/handle/20.500.12657/90427 eng Educational Governance Research application/pdf n/a 978-3-031-55116-1.pdf https://link.springer.com/978-3-031-55116-1 Springer Nature Springer International Publishing 10.1007/978-3-031-55116-1 10.1007/978-3-031-55116-1 6c6992af-b843-4f46-859c-f6e9998e40d5 72c12459-f661-4569-828d-850040c3d6f6 9783031551161 9783031551154 Springer International Publishing 25 199 Cham [...] open access
|
| description |
This Open Access book addresses the theoretical grounding of the pedagogical dimensions of higher education leadership and its empirical study. The book’s general point of departure is that educational leadership is a multi-level phenomenon, operating as policy work on a transnational and national level, as educational leadership on various organizational levels, and as supervision and teaching on an interactional level. It is in and through these discursive practices that policies are initiated, interpreted, translated and enacted. The volume demonstrates how Non Affirmative Theory (NAT) of education applies to understanding and dealing with the pedagogical dimensions of the multi-level and multi-actor phenomena of HE leadership in a coherent manner. It allows one to explore how the pedagogical scope of action at each level of leadership is framed or staged by the other levels, as well as how actors at different levels utilise their scope. The book starts out by exploring the pedagogical aspects of HE leadership as a multi-level and multi-actor phenomenon at a theoretical level. It continues to discuss nation state HE in a global perspective, and HE leadership in an organisational perspective. Next, the book looks at departmental leadership, management and development. Parallel with this, the volume critically explores the non-affirmative position itself by a contrasting dialogue with other theoretical approaches.
|
