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School of Education
Faculty of Humanities and Social Sciences
+44 (0)1865 488533
Linet leads the MA course on leadership and management, teaches relevant modules, supervises MA and doctoral students and co-leads the EdD.
Leadership in complementary schools is an under-researched area. This article aims to address this gap in the literature by reporting on a study which focused on Brazilian complementary schools in the United Kingdom. Distributed leadership was initially adopted as a theoretical framework to analyse the relationship between leadership style and professional development provision. The data were collected via an online questionnaire and individual semi-structured interviews with leaders, as well as focus group interviews with teachers and teaching assistants. We report here on one of the schools and argue that the contextual constraints in which it operates led to high levels of collaboration between leaders, teachers and teaching assistants. Consequently, a Community of Practice (CoP) has developed. We discuss the benefits this CoP brings to the school and suggest that conscious efforts be made to cultivate this social unit of learning to ensure the professional development of teachers in complementary schools.
In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university’s new student feedback questionnaire - for individual modules - which used the NSS questions. The research draws on survey data (N = 101) to identify lecturers’ views and 3 student focus groups. The outcomes raised issues relating to performativity, professionalism and ‘provision’, the latter defined as the university’s contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers’ control, for example, class sizes, timetables. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students. This model could enrich understandings of professionalism and performativity, extend the range of issues affecting student experience in SETs and support data analysis in future research studies.
The article explores leadership succession as an aspect of organizational sustainability in complementary schools in England as an example of how schools in precarious circumstances seek to ensure their survival and growth. Complementary schools offer part time educational provision outside of mainstream, state-funded school systems in many countries. Often established by migrant and minority ethnic groups to teach language, culture, religion and/or to consolidate state school learning, a lack of resources can threaten their stability and development. We analyse data collected from ten Brazilian and Chinese complementary school leaders in England using concepts from organizational sustainability and leadership succession planning. Our focus on the little researched context of complementary schools adds to the understanding of leading and managing in distinctive and challenging circumstances. Their inclusion in the debates and research can foster different insights into the ways that schools in diverse and challenging contexts seek to ensure their survival and growth.
Objectives: This paper describes an independently conducted research study to develop appropriate measures and evaluate the coaching/mentoring programme that the London Deanery had been running for over five years. It also aims to explore specific challenges in the evaluation of a large-scale coaching programme and to suggest new solutions. Design: The challenges to evaluation included the need to use established but also context-relevant measures and the need for a rigorous but also pragmatic design that took into account a number of practical constraints. Overall it was a mixed method research design consisting of a within-subject quantitative study with support of a qualitative grounded theory methodology conducted in parallel. Method: The selected measures for the quantitative part of the study included employee engagement, selfefficacy and self-compassion. An additional questionnaire SWRQ (Specific Work-Related Questionnaire) was developed as the result of a qualitative investigation with stakeholder representatives. It included a selfestimation by the coached clients of the extent to which they could attribute each change to the coaching received rather than any other factor. The qualitative part of the study included interviews with stakeholders and the analysis of responses to an open question in the SWRQ. Results: 120 (78 per cent) of matched responses pre- and post-coaching were analysed and seven stakeholders interviewed. The results of the quantitative and qualitative analysis show improvement in all chosen scales. The analysis also shows that coaching was a major contributor to these changes. Conclusions: The paper argues for the development of additional methods in outcome research on coaching programmes that are aligned with the main principles and philosophy of coaching as a practice. Keywords: Coaching; evaluation of coaching; outcome research.
Traditionally there has been a tension between evaluation research and so-called pure research which has resulted in evaluation research seldom being recognized by the UK Research Assessment Exercises. The newly configured Research Excellence Framework (REF) will use similar criteria to judge research, notwithstanding the introduction of ‘impact’ to the assessment criteria. However, there are increasing numbers of academics employed in Higher Education who focus on evaluation studies as part of their work. This work, whilst providing the institution with valuable funding, draws them away from pure research and unless they can find ways to establish their credibility in terms of research publications, their careers may be affected. Drawing on the researchers' own experience of evaluation research, together with focus group data, this article is concerned with ways in which evaluation can be developed to become research that will be recognized by the academic community for REF purposes. The article explores the similarities between research and evaluation in relation to purpose, knowledge production, politics, objectivity, generalizability and confidentiality, and presents a number of recommendations to help academics use evaluation findings as research.
Collaborative leadership is increasingly cited as the key framework for leadership in the 21st century. Yet its meaning remains complex, contested and frequently school-centric. This article examines understandings and applications in developing inter-service and inter-professional practices for children and young people. Drawing upon desk research from the fields of education, health, social care, and social work, base-line literary analysis is used to interrogate leadership. In addressing the implications for ELM theory and practice when engagement beyond single organizations and services becomes the ‘norm’, the article looks towards more futures-orientated leadership theory and research that both define and develop the capabilities needed to lead learning in inter-professional, inter-agency environments, including schools.
The culture of the ‘enabling school' is investigated within the context of the government's policy of continuing professional development and postgraduate professional development for teachers in England. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal expertise. A small purposive sample of schools and colleges provided the case studies for this research. Semi‐structured interviews were conducted with teachers and continuing professional development leaders in each of four institutions. Cultures that delineate the enabling school-the leader/led culture, the mentoring/coaching culture, the collegial culture and the practical imperative culture- are identified and discussed. The research was made possible by a grant from ESCalate.
Linet has wide experience of educational organisations and policy in the UK and overseas where her extensive work has included training, development projects, and consultancy for Government and Non-Government Organisations (NGOs) in Namibia, Nepal, Poland, Romania, and South Africa.