Sustaining educational futures for multi-campus TAFE environments: Change requirements for leadership roles and practices
Stringer, Bernard M. & Hudson, Peter B. (2008) Sustaining educational futures for multi-campus TAFE environments: Change requirements for leadership roles and practices. In Australian Association of Research in Education (AARE) Conference 2008, 30th November - 4th December, 2008, Brisbane.
Leadership in an educational setting can impact on the functioning of an organisation. Over the past 20 years, the nature of leading and managing TAFE institutes has changed significantly. However, if leaders have impediments that hamper their ability to perform their roles then the level of performance exhibited across an organisation could be low resulting in sub-standard practices. To achieve TAFE goals necessitates a strong understandings of leadership in TAFE settings and re-thinking leadership approaches used to facilitate teaching and learning. In the TAFE setting, initiatives such as flat management structures have resulted in changes for leaders who now struggle to fulfil their roles. The aim of this current paper is to focus on analysing leaders’ challenges within TAFE institutes in relation to multi-campus settings. Many leaders in TAFE institutes may be inadequately prepared for effectively leading multi-campus environments. Johansson (2004) argues that a new approach to educational leadership views the leader as a key resource for building and maintaining teams of educational professionals as well as for achieving change and reform in an effective and efficient way. Transformational leadership can lead to employee motivation and commitment required for positive organisational change. Although there is a range of leadership theories, however, transformational leadership and especially distributed leadership provide a context for today’s changing needs and may be applicable to TAFE’s current situation. Sustaining educational futures for TAFE institutions will require research that investigates leadership roles and practices, particularly the potential of distributed leadership, to understand how to effectively manage TAFE’s current multi-campus environments.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Multi-campus, TAFE, Leadership, Distributed leadership, Transformative|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Technical Further and Workplace Education (130108)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 [please consult author]|
|Deposited On:||10 Dec 2008 09:52|
|Last Modified:||25 Mar 2013 18:08|
Repository Staff Only: item control page