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

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaLukuTieteellinen

Abstrakti

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).
AlkuperäiskieliEi tiedossa
OtsikkoAtt ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg
ToimittajatMaja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke
KustantajaUppsala universitet
Sivut156–173
ISBN (painettu)978-91-554-9475-9
TilaJulkaistu - 2016
OKM-julkaisutyyppiB2 Kirjan osa tai toinen tutkimuskirja

Keywords

  • Educational leadership

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