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

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Publication Details

List of Authors: Christa Tigerstedt, Michael Uljens
Editors: Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke
Place: Uppsala
Publication year: 2016
Publisher: Uppsala universitet
Book title: Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg
Title of series: Uppsala Studies in Education
Number in series: 138
Start page: 156
End page: 173
ISBN: 978-91-554-9475-9
ISSN: 0347-1314


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).


Educational leadership

Last updated on 2020-28-02 at 04:24