International Journal of Educational Leadership and Management
This research explored the experiences and perspectives of university leaders in Pakistan. Using... more This research explored the experiences and perspectives of university leaders in Pakistan. Using a qualitative narrative approach, we explored leadership stories, challenges, and opportunities at various positions unique to the Pakistani context. Findings underscored the accidental nature of higher education leadership in Pakistan, the significance of mentoring provided by teachers and family support for nascent academic leaders, as well as the challenges these academic leaders face ranging from financial barriers to teaching quality issues, to retention of foreign qualified faculty. The research offers several policy recommendations including institutionalized leadership training and support for promising leaders; transparency in policies regarding leader appointment, promotion, and succession; support for existing universities rather than expansion; and addressing brain drain due to the attrition of foreign qualified faculty members.
Students graduating from K-12 education need media literacy skills to engage, participate, and le... more Students graduating from K-12 education need media literacy skills to engage, participate, and learn in a world in which literacy must keep pace with rapidly changing technologies. Given the significant roles school administrators play in providing leadership and vision to their schools, this narrative study addresses the research question: What are school administrators' perceptions of, and attitudes about, media literacy? Through the stories of six K-12 school administrators, we highlight the connections of their experiences and attitudes to the actions they take to support media literacy learning, and their visions for technology, instruction, and learning in their schools.
The leadership landscape of high profile research universities has changed over the last 20 years... more The leadership landscape of high profile research universities has changed over the last 20 years with increasing participation of women in senior positions of leadership, including presidencies, providing the opportunity to study their rhetoric alongside their male counterparts. Using the discourse analysis approaches of Gee (2014) and Allan (2003,2008,2010), and Bitzer’s (1992) theory of rhetorical situation, this study explored how female and male presidents of high profile research universities use rhetoric in their inaugural addresses, and to what extent, and in what ways, their rhetoric is gendered. The discourse model that emerged from the analysis indicated that although the overall model for the inaugural addresses was almost identical for men and women, important nuanced differences were evident between their approaches to the discourse model. Similarities in the discourse model included a greater emphasis on the political aspects of discourse; moderate emphasis on identit...
i-manager's Journal of Educational Technology, 2015
The current focus on the development of 21st Century Skills (Partnership for 21st Century Skills,... more The current focus on the development of 21st Century Skills (Partnership for 21st Century Skills, 2014; Trilling &Fadel, 2009) among college graduates drives conversations about teaching and learning on campus. To this end, employers are demanding that graduates be versed in team work and in working collaboratively with others to achieve a joint goal (Adams, 2013). Working collaboratively can take many forms in college teaching, yet all too often students complain that these activities do not support their learning as it is easy for some students not to contribute as much as others and for some to take on more than their share. Still, college faculty pursue opportunities to infuse group work in their courses as they know the long term value of being a good team player for learning and for employment. This paper argues that wellplanned collaborations for class assignments can provide a rich learning environment and positively contribute to student learning. Collaborative writing is one means of fostering a collaborative skill base with students. Faculty members By have long recognized the value of writing with others in their own research (Creamer, 2004; Eddy & Garza Mitchell, 2012), but know that developing robust collaborative writing partnerships evolves over time. The typical semester or quarter provides scant time to get students comfortable with working together, thus it is critical to design well thought out and deliberate assignments to promote collaborative learning for students (Barkley, Major, & Cross, 2014; Beldarrain, 2006).The purpose of this study was to understand better how using a graduate student group writing assignment supports collaborative learning. The authors define group writing broadly as writing experiences that involve multiple partners working and writing together to produce a single text or product. Deep learning builds on students' past experiences, and a solid knowledge base provides the opportunity to adapt acquired expertise to new learning contexts (Budwig, 2013). The chance to work with peers provides students with a context for practicing newly gained skills, and enables them to learn from each other's varied experiences and knowledge about content areas (Nilson2010). The increased evidence on the benefits
International Journal of Research & Method in Education, 2018
ABSTRACT Research on new literacies and technology can be a challenging prospect for researchers ... more ABSTRACT Research on new literacies and technology can be a challenging prospect for researchers due to the emerging nature of the subject. In this article, we present our experience using an innovative methodological technique that facilitated our narrative inquiry into the attitudes and perceptions of school leaders about media literacy. We provided our theoretical framework to our participants before the interviews to give the participants and researchers a common starting point for discussing the nuanced and evolving concept of media literacy in connection with their personal and professional experiences. We were able to elicit rich narratives from our participants, which was the intent of our study, and we recommend this technique to researchers who are exploring new literacies or other emerging fields.
Purpose: This research sought to determine if the gendered discourse on community college leaders... more Purpose: This research sought to determine if the gendered discourse on community college leadership has changed since Amey and Twombly published their analysis of community college literature in 1992. Argument: More women now lead 2-year colleges than ever before, and conceptions of leadership have evolved over time; but has the language used to discuss gender and leadership in leading community college journals changed as well? This research entailed a discourse analysis of 148 journal articles published between 1990 and 2015 to identify gendered language in literature focusing on community college leadership. The language used in the scholarly examination of leadership is a reflection of the ground realities of the community college setting and provides insight into the persisting gendered constructions of leadership at 2-year colleges. Conclusion: Four main findings emerged from this research. First, masculine-normed leadership approaches remain unquestioned in the literature. S...
Critical Approaches to Women and Gender in Higher Education, 2017
This volume has highlighted why gender needs to become and be maintained as an important issue in... more This volume has highlighted why gender needs to become and be maintained as an important issue in higher education. By compiling a range of perspectives on its role in higher education, we argue that we need to problematize gender in order for change to occur in the academy. This chapter synthesizes the main points of the volume. Using questions on gender and positionality as a guide creates a platform for this synthesis. Further, we consider how feminist standpoint theory (Harding, Sandra G., Introduction: Standpoint theory as a site of political, philosophic, & scientific debate. In The feminist standpoint theory reader: Intellectual and political controversies, ed. Sandra G. Harding, 1–16. New York: Routledge, 2004a; Harding, Sandra G., The feminist standpoint theory reader: Intellectual and political controversies. Psychology Press, 2004b) provides a mechanism for achieving the objective of thinking differently about gender in higher education settings. We focus on implications for practice. What does it mean to incorporate gender issues for leaders and organizations? For faculty and staff? For students? What type of policy changes are required? How do individuals and groups take advantage of different forms of power to support change in higher education?
Critical Approaches to Women and Gender in Higher Education, 2017
More women are at the helm of US research universities than have been at any other point in histo... more More women are at the helm of US research universities than have been at any other point in history. With both the construction of leadership and language conspiring to keep women out of the realm of leadership, historically an exclusively male domain, women leaders are now finding their voice in a role for which there are few female precedents. This chapter examines how leaders of high-profile research universities communicate their leadership in their inaugural addresses, and what their rhetoric tells us about the institutions they lead. Findings reveal that compared with their male counterparts, women presidents tend to use guarded language in their inaugural addresses; both male and female presidents largely ignore their identities outside of work; and presidents rarely engage in social justice activism, including feminist activism in their addresses.
International Journal of Educational Leadership and Management
This research explored the experiences and perspectives of university leaders in Pakistan. Using... more This research explored the experiences and perspectives of university leaders in Pakistan. Using a qualitative narrative approach, we explored leadership stories, challenges, and opportunities at various positions unique to the Pakistani context. Findings underscored the accidental nature of higher education leadership in Pakistan, the significance of mentoring provided by teachers and family support for nascent academic leaders, as well as the challenges these academic leaders face ranging from financial barriers to teaching quality issues, to retention of foreign qualified faculty. The research offers several policy recommendations including institutionalized leadership training and support for promising leaders; transparency in policies regarding leader appointment, promotion, and succession; support for existing universities rather than expansion; and addressing brain drain due to the attrition of foreign qualified faculty members.
Students graduating from K-12 education need media literacy skills to engage, participate, and le... more Students graduating from K-12 education need media literacy skills to engage, participate, and learn in a world in which literacy must keep pace with rapidly changing technologies. Given the significant roles school administrators play in providing leadership and vision to their schools, this narrative study addresses the research question: What are school administrators' perceptions of, and attitudes about, media literacy? Through the stories of six K-12 school administrators, we highlight the connections of their experiences and attitudes to the actions they take to support media literacy learning, and their visions for technology, instruction, and learning in their schools.
The leadership landscape of high profile research universities has changed over the last 20 years... more The leadership landscape of high profile research universities has changed over the last 20 years with increasing participation of women in senior positions of leadership, including presidencies, providing the opportunity to study their rhetoric alongside their male counterparts. Using the discourse analysis approaches of Gee (2014) and Allan (2003,2008,2010), and Bitzer’s (1992) theory of rhetorical situation, this study explored how female and male presidents of high profile research universities use rhetoric in their inaugural addresses, and to what extent, and in what ways, their rhetoric is gendered. The discourse model that emerged from the analysis indicated that although the overall model for the inaugural addresses was almost identical for men and women, important nuanced differences were evident between their approaches to the discourse model. Similarities in the discourse model included a greater emphasis on the political aspects of discourse; moderate emphasis on identit...
i-manager's Journal of Educational Technology, 2015
The current focus on the development of 21st Century Skills (Partnership for 21st Century Skills,... more The current focus on the development of 21st Century Skills (Partnership for 21st Century Skills, 2014; Trilling &Fadel, 2009) among college graduates drives conversations about teaching and learning on campus. To this end, employers are demanding that graduates be versed in team work and in working collaboratively with others to achieve a joint goal (Adams, 2013). Working collaboratively can take many forms in college teaching, yet all too often students complain that these activities do not support their learning as it is easy for some students not to contribute as much as others and for some to take on more than their share. Still, college faculty pursue opportunities to infuse group work in their courses as they know the long term value of being a good team player for learning and for employment. This paper argues that wellplanned collaborations for class assignments can provide a rich learning environment and positively contribute to student learning. Collaborative writing is one means of fostering a collaborative skill base with students. Faculty members By have long recognized the value of writing with others in their own research (Creamer, 2004; Eddy & Garza Mitchell, 2012), but know that developing robust collaborative writing partnerships evolves over time. The typical semester or quarter provides scant time to get students comfortable with working together, thus it is critical to design well thought out and deliberate assignments to promote collaborative learning for students (Barkley, Major, & Cross, 2014; Beldarrain, 2006).The purpose of this study was to understand better how using a graduate student group writing assignment supports collaborative learning. The authors define group writing broadly as writing experiences that involve multiple partners working and writing together to produce a single text or product. Deep learning builds on students' past experiences, and a solid knowledge base provides the opportunity to adapt acquired expertise to new learning contexts (Budwig, 2013). The chance to work with peers provides students with a context for practicing newly gained skills, and enables them to learn from each other's varied experiences and knowledge about content areas (Nilson2010). The increased evidence on the benefits
International Journal of Research & Method in Education, 2018
ABSTRACT Research on new literacies and technology can be a challenging prospect for researchers ... more ABSTRACT Research on new literacies and technology can be a challenging prospect for researchers due to the emerging nature of the subject. In this article, we present our experience using an innovative methodological technique that facilitated our narrative inquiry into the attitudes and perceptions of school leaders about media literacy. We provided our theoretical framework to our participants before the interviews to give the participants and researchers a common starting point for discussing the nuanced and evolving concept of media literacy in connection with their personal and professional experiences. We were able to elicit rich narratives from our participants, which was the intent of our study, and we recommend this technique to researchers who are exploring new literacies or other emerging fields.
Purpose: This research sought to determine if the gendered discourse on community college leaders... more Purpose: This research sought to determine if the gendered discourse on community college leadership has changed since Amey and Twombly published their analysis of community college literature in 1992. Argument: More women now lead 2-year colleges than ever before, and conceptions of leadership have evolved over time; but has the language used to discuss gender and leadership in leading community college journals changed as well? This research entailed a discourse analysis of 148 journal articles published between 1990 and 2015 to identify gendered language in literature focusing on community college leadership. The language used in the scholarly examination of leadership is a reflection of the ground realities of the community college setting and provides insight into the persisting gendered constructions of leadership at 2-year colleges. Conclusion: Four main findings emerged from this research. First, masculine-normed leadership approaches remain unquestioned in the literature. S...
Critical Approaches to Women and Gender in Higher Education, 2017
This volume has highlighted why gender needs to become and be maintained as an important issue in... more This volume has highlighted why gender needs to become and be maintained as an important issue in higher education. By compiling a range of perspectives on its role in higher education, we argue that we need to problematize gender in order for change to occur in the academy. This chapter synthesizes the main points of the volume. Using questions on gender and positionality as a guide creates a platform for this synthesis. Further, we consider how feminist standpoint theory (Harding, Sandra G., Introduction: Standpoint theory as a site of political, philosophic, & scientific debate. In The feminist standpoint theory reader: Intellectual and political controversies, ed. Sandra G. Harding, 1–16. New York: Routledge, 2004a; Harding, Sandra G., The feminist standpoint theory reader: Intellectual and political controversies. Psychology Press, 2004b) provides a mechanism for achieving the objective of thinking differently about gender in higher education settings. We focus on implications for practice. What does it mean to incorporate gender issues for leaders and organizations? For faculty and staff? For students? What type of policy changes are required? How do individuals and groups take advantage of different forms of power to support change in higher education?
Critical Approaches to Women and Gender in Higher Education, 2017
More women are at the helm of US research universities than have been at any other point in histo... more More women are at the helm of US research universities than have been at any other point in history. With both the construction of leadership and language conspiring to keep women out of the realm of leadership, historically an exclusively male domain, women leaders are now finding their voice in a role for which there are few female precedents. This chapter examines how leaders of high-profile research universities communicate their leadership in their inaugural addresses, and what their rhetoric tells us about the institutions they lead. Findings reveal that compared with their male counterparts, women presidents tend to use guarded language in their inaugural addresses; both male and female presidents largely ignore their identities outside of work; and presidents rarely engage in social justice activism, including feminist activism in their addresses.
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Papers by Tehmina Khwaja