多学院信任下微观政治在系统领导中的定位

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mark Innes, Paul Armstrong, Steven Courtney
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引用次数: 0

摘要

系统领导历来被规范地用作一个概念,以促进和特权跨教育机构的多地点工作,作为所谓的自我完善系统的一部分。在本文中,我们认为这一定义的结果是,在这种多地点机构中,任何表面上的“领导”实践都是通过系统领导的视角来理解和合法化的。我们进一步认为,当多学院信任(MAT)参与者以这种方式理解他们作为系统领导者所做的事情时,他们可能会误诊微观政治作为其实践和动机的解释模型的作用和重要性。在实践中接受系统领导框架,使参与者能够淡化他们如何参与野心家的微观政治策略,并在更广泛的协作、网络和正常MAT功能框架内发挥作用。为了提出这些论点,我们从调查英国MAT扫盲政策的案例研究中吸取了访谈和观察数据和分析。我们的分析有助于越来越多的关于系统领导力的批判性文献,并提出了关于其声称的使用所隐藏的组织和社会学过程的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Centring micro-politics in system leadership in a multi-academy trust
System leadership has historically been used normatively as a concept to promote and privilege multi-site working across education institutions as part of a so-called self-improving system. In this article, we argue that a consequence of this definition is that any superficially ‘leaderful’ practice in such multi-site institutions is understood and legitimated through a system leadership lens. We argue further that when multi-academy trust (MAT) actors understand what they do as system leadership in this way, they may misdiagnose the role and importance of micro-politics as an explanatory model for their practice and motivations. Accepting a system leadership framing for their practice enables participants to underplay how they engage in careerist micro-political strategies and ploys within a wider framing of collaboration, networking and normal MAT functioning. To make these arguments, we draw on interview and observation data and analysis from a case study investigating literacy policy in a MAT in England. Our analysis contributes to the growing critical literature on system leadership and prompts questions about what organisational and sociological processes its claimed use conceals.
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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