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Full Description
This Open Access book addresses the theoretical grounding of the pedagogical dimensions of higher education leadership and its empirical study. The book's general point of departure is that educational leadership is a multi-level phenomenon, operating as policy work on a transnational and national level, as educational leadership on various organizational levels, and as supervision and teaching on an interactional level. It is in and through these discursive practices that policies are initiated, interpreted, translated and enacted. The volume demonstrates how Non Affirmative Theory (NAT) of education applies to understanding and dealing with the pedagogical dimensions of the multi-level and multi-actor phenomena of HE leadership in a coherent manner. It allows one to explore how the pedagogical scope of action at each level of leadership is framed or staged by the other levels, as well as how actors at different levels utilise their scope. The book starts out by exploring the pedagogical aspects of HE leadership as a multi-level and multi-actor phenomenon at a theoretical level. It continues to discuss nation state HE in a global perspective, and HE leadership in an organisational perspective. Next, the book looks at departmental leadership, management and development. Parallel with this, the volume critically explores the non-affirmative position itself by a contrasting dialogue with other theoretical approaches.
Contents
Chapter 1. Theoretical grounding of higher education leadership research (Michael Uljens).- Chapter 2. Levels of pedagogical leadership in higher education: An overview (Janne Elo).- Chapter 3. Higher education curriculum leadership in the Anthropocene (Lili-Ann Wolff).- Chapter 4. National funding of higher education from a non-affirmative perspective (Jussi Kivistö).- Chapter 5. Understanding Higher Education Decision-making and Educational Practice as Interrelated and Historically Framed Phenomena - A Non-affirmative Take (Jussi Välimaa).- Chapter 6. Affirmative and non-affirmative dimensions in quality assurance: Balancing the accountability-improvement dilemma as a matter of trust and learning (Ingunn Dahler Hybertsen).- Chapter 7. Rejuvenating 'on campus' education to reinforce the particular response-ability of the university (Jan Masschelein).- Chapter 8. On maintaining social and moral agency beyond instrumental managerialism in a knowledge-based economy - a sociological and educational perspective (Romuald Normand).- Chapter 9. Conclusions (Janne Elo).
