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  • 1.
    Bezzina, Christopher
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Univ Malta, Educ Leadership, Msida, Malta;Univ Bologna, Bologna, Italy.
    Paletta, Angelo
    Univ Bologna, Management Control Syst Alma Mater Studiorum, Bologna, Italy;Univ Bologna, Agr Co, Bologna, Italy.
    Alimehmeti, Genc
    European Union Albania, Tirana, Albania;Univ Tirana, Dept Management, Tirana, Albania;Civil Soc Org TACSO, Lillington, NC USA;IFC World Bank Grp, Washington, DC USA.
    What are school leaders in Italy doing?: An observational study2018In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 46, no 5, p. 841-863Article in journal (Refereed)
    Abstract [en]

    It is widely acknowledged that high-quality leadership is one of the main ingredients of successful schools and that leaders have a significant and positive impact on student outcomes. At the same time, little is known about how principals use their time, what they do on a day-to-day basis and how this may vary across schools. A review of the relevant literature shows that few studies have used qualitative methods as their sole form of data collection. The paper draws on data derived from a comprehensive study involving principals, other school leaders and teachers in the Italian northern region of Trento. It focuses on observation studies of eight principals over five consecutive days each. Whilst respecting the best-known ethnographic and observational studies conducted internationally, we have built a new observational classification tool which explored the work of the principals under different categories/activities. This study shows that in spite of working in a highly-centralised and prescribed context, the Italian principals carried out various acts of leadership in the way they engaged with the different categories of their work. The findings provide evidence that expresses similarities across the eight principals and unique ways of how they were leading their schools.

  • 2. Göransson, Anita
    et al.
    O'Connor, Pat
    'Constructing or rejecting the notion of the other in university management: the Cases of Ireland and Sweden.'2014In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 43, no 2, p. 323-340Article in journal (Refereed)
    Abstract [en]

    We focus on gender stereotypes in West European university management by comparing two countries: Sweden and Ireland. In secular Sweden there are strong policies that are implemented at all political levels supported by the public discourse; while in Ireland such measures are few and the equality infrastructures and discourse have been weakened by the state. In Sweden women have come to dominate the Rector/President/Vice Chancellor positions and each gender has between 40 and 50 per cent of the other leading positions. In Ireland there are no women in the top position and their percentage of other leading positions is between 13-25 per cent. Drawing on interview data from senior 'manager academics' (Deem, 2003) in Irish and Swedish universities this article shows that in Sweden traditional gender stereotypes are not credible anymore - with manager-academics not seeing such stereotypes as mirroring reality. Thus, even if they acknowledge the existence of stereotypes, they distance themselves from them. In Ireland traditional stereotypes still have more of a grip on manager-academics. These country differences are seen in the context of different gender orders in the respective countries. It seems that more areas are still gendered in Irish society in comparison with Sweden, and the gender order is stronger and more hierarchical. Thus it appears that by actively recruiting women to leading positions in a societal context that supports feminist values, traditional stereotypes may be reduced. On the other hand gendered stereotypes in the absence of such a context reflect and reinforce patterns that legitimise and valorise men's and women's positions within hierarchical gendered structures.

     

  • 3.
    Nordholm, Daniel
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Andersson, Klas
    Univ Gothenburg, Dept Educ & Special Educ, Gothenburg, Sweden.
    Newly appointed principals’ descriptions of a decentralised and marked adopted school system: An institutional logics perspective2019In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 47, no 4, p. 572-589Article in journal (Refereed)
    Abstract [en]

    This article explores newly appointed principals’ descriptions of a decentralised and market adopted school system. An institutional logics perspective is applied to analyse how logics visible at the national level evoke images among principals at the local level. Empirical data consist of 66 examinations from the National Principal Training Programme in Sweden, in which principals were required to discuss the forms of school system governance by using a ‘cross model’ outlined by Berg. Regarding the relationship between centralisation and decentralisation, principals generally tended to recognise and support the recentralisation logics. Observing the relationship between regulation and market orientation, many principals questioned the prevailing market logics. Concerning reforms to underpin school improvement, principals mostly suggested stronger state governance and further reregulation reforms. These institutionalised depictions, which favour the ‘strong state’ together with a quite compact resistance towards market orientation, are relevant to consider both from national and international perspectives.

  • 4.
    Peterson, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Sociology. Univ Gothenburg, Dept Sociol & Work Sci, S-40530 Gothenburg, Sweden..
    Is managing academics "women's work"?: Exploring the glass cliff in higher education management2016In: Educational Management Administration & Leadership, ISSN 1741-1432, E-ISSN 1741-1440, Vol. 44, no 1, p. 112-127Article in journal (Refereed)
    Abstract [en]

    Sweden is among the countries with the highest per cent of women university Vice Chancellors in Europe. In She Figures 2012 the average proportion of female Vice Chancellors in the 27 European Union countries is estimated to be 10 per cent. In Sweden the number is much higher: 43 per cent. Swedish higher education management has witnessed a demographic feminization during the last 20 years. Which factors can explain that women have been so successful in gaining access to these senior management positions in Swedish academia? This paper discusses the demographic feminization, drawing on qualitative interviews with women in senior academic positions in Swedish higher education. The paper suggests that women's position in higher education management can be analysed using the concept glass cliff. This metaphor describes a phenomenon when women are more likely to be appointed to precarious leadership roles in situations of turbulence and problematic organizational circumstances. The findings illustrate that women have been allowed to enter into senior academic management at the same time as these positions decline in status, merit and prestige and become more time-consuming and harder to combine with a successful scholarly career.

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