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

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Sammanfattning

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).
OriginalspråkOdefinierat/okänt
Titel på gästpublikationAtt ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg
RedaktörerMaja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke
FörlagUppsala universitet
Sidor156–173
ISBN (tryckt)978-91-554-9475-9
StatusPublicerad - 2016
MoE-publikationstypB2 Del av bok eller annan forskningsbok

Nyckelord

  • Educational leadership

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