Higher Education Leadership in the light of Non-Affirmative Discursive Education: Theoretical Developments and Empirical Observations

B2 Bokavsnitt


Interna författare/redaktörer


Publikationens författare: Christa Tigerstedt, Michael Uljens
Redaktörer: Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke
Förlagsort: Uppsala
Publiceringsår: 2016
Förläggare: Uppsala universitet
Moderpublikationens namn: Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg
Seriens namn: Uppsala Studies in Education
Nummer i serien: 138
Artikelns första sida, sidnummer: 156
Artikelns sista sida, sidnummer: 173
ISBN: 978-91-554-9475-9
ISSN: 0347-1314


Abstrakt

As demonstrated by previous empirical research (Tigerstedt, 2014, in press), educational issues do not appear as a foreground topic in international higher education (HE) leadership discourse. In order to contribute to educational leadership research in this field, this article articulates a theoretical position and reports empirical findings on HE rectors’ educational leadership in Finland as perceived by the rectors themselves. More specifically, the aim is to analyze how educational leadership is constituted and acted out by these higher education leaders. By focusing policy enactment as a critical mediating practice, the activities of the HE rectors are conceptualized as discursive in nature (Schmidt, 2008; Uljens & Ylimaki, 2015). Further, the study is based on non-affirmative education theory (Benner, 1991; Uljens 2002).


Nyckelord

Educational leadership

Senast uppdaterad 2020-31-03 vid 03:50