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首页> 外文期刊>Professional Development in Education >Learning to lead: development for middle-level leaders in higher education in England and Wales
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Learning to lead: development for middle-level leaders in higher education in England and Wales

机译：学会领导：英格兰和威尔士高等教育中层领导者的发展

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There has been a significant increase in interest in the development of educational leadership in recent years, not least in the school sector. However, little research exists on how leaders in higher education have learnt to lead, particularly those in 'middle-leadership' positions such as heads of faculties and departments. This study explores leadership development of 18 leader-academics within six chartered and statutory universities in the south of Wales and the west of England. Semi-structured biographical interviews were used between November 2005 and April 2006 to secure academics' perceptions of the development experienced to equip them with the necessary attributes to lead. The findings show that formal professional development for leadership was relatively uncommon. The majority of what leaders do is learnt, self-taught and acquired throughout their life history. This study captures insights which should inform the future research agenda in higher education and highlights the possible inadequacies of formal leadership development for leader-academics in higher education. The challenge is to bring the informal processes of learning gained throughout a leader's life history into a meaningful context for professional development. By doing so, training and development initiatives can be brought into the leader's real world in a structured way to become more relevant and productive to those who participate. Strategies include the establishment of formal mentoring systems, encouraging the formation of networks and providing guided critical reflection on practice, whilst promoting opportunities for collective articulation and sharing of experiences. A suggested framework for integrated leadership development is proposed to enable middle-level leader-academics to experience more planned and meaningful development.
机译：近年来，对教育领导力发展的兴趣显着增加，尤其是在学校领域。但是，关于高等教育的领导者如何学会领导的研究很少，特别是那些在“中层领导”职位的领导者，例如学院和系主任。这项研究探索了威尔士南部和英格兰西部六所特许和法定大学中18所领导学院的领导才能发展。在2005年11月至2006年4月之间使用了半结构式的传记式访谈，以确保学者们对所经历的发展的理解，从而使他们具备必要的领导才能。调查结果表明，正式的领导才能专业发展相对罕见。领导者一生的大部分工作都是自学，自学和习得的。这项研究收集了一些见识，这些见识应为高等教育的未来研究议程提供参考，并强调高等教育领导者学院在正式领导力发展方面可能存在的不足。面临的挑战是将领导者一生中获得的非正式学习过程带入有意义的职业发展环境中。通过这样做，可以以结构化的方式将培训和发展计划带入领导者的真实世界，以使其与参与人员更加相关和富有成效。策略包括建立正式的指导系统，鼓励建立网络并在实践中提供指导性的批判性反思，同时促进集体表达和分享经验的机会。提出了一个建议的综合领导力发展框架，以使中层领导者学术界能够体验到更多的计划性和有意义的发展。

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