Pivotal ways of improving leadership and the scholarship of learning and teaching in higher education

This article presents a new model of leadership learning that can improve the knowledge and skills needed by Australian school leaders who undertake Masters of Business and Masters of Education. The model is to be used initially in one regional Australian university in a second cycle of action resea...

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Bibliographic Details
Published in:e-journal of business education & scholarship of teaching 2014-07, Vol.8 (2), p.32-38
Main Authors: Simon, Sue, Christie, Michael, Graham, Wayne A, Call, Kairen
Format: Article
Language:English
Subjects:
Accountability
Action Research
Business education
Case studies
Communities of Practice
Core curriculum
Course organisation
Curricula
Education
Education, Higher
Educational Administration
Educational aspects
Educational Improvement
Educational leadership
Educational objectives
Elementary Secondary Education
Focus Groups
Foreign Countries
Higher Education
Innovations
Instructional Leadership
Interviews
Leadership
Leadership Effectiveness
Leadership Styles
Leadership training
Learning
Literature reviews
Masters programs
Methods
Participatory Research
Postsecondary education
Principals
Professional practice
Program effectiveness
Qualitative Research
Rural schools
Scholarship
School effectiveness
School principals
Skill Development
Skills
Students
Teacher education
Teaching Methods
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Summary:This article presents a new model of leadership learning that can improve the knowledge and skills needed by Australian school leaders who undertake Masters of Business and Masters of Education. The model is to be used initially in one regional Australian university in a second cycle of action research in order to improve leadership course design. The model is called PIVOTAL which stands for Partnerships, Innovation and Vitality - Opportunities for Thriving Academic Leadership. The model is compared and contrasted with existing models. A case study is undertaken to test the effective application of leadership theory as well as improvement in leadership performance within a complex learning community. Three focus groups are undertaken with three groups of school principals and senior school leaders. The groups are characterised as potential students, current/graduate education students and current/graduate business students. PIVOTAL was found to be a robust model that has the capacity to respond to changing situations. [Author abstract, ed]
ISSN:1835-9132
1835-9132