Educational Leadership in Australian Private VET Organisations: How Is It Understood and Enacted?

Autor/inn/en	Simons, Michele; Harris, Roger
Titel	Educational Leadership in Australian Private VET Organisations: How Is It Understood and Enacted?
Quelle	In: Research in Post-Compulsory Education, 19 (2014) 3, S.245-260 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
DOI	10.1080/13596748.2014.920562
Schlagwörter	Foreign Countries; Instructional Leadership; Vocational Education; Private Schools; Business Administration; Quality Assurance; Educational Quality; Semi Structured Interviews; Qualitative Research; Content Analysis; Postsecondary Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Ausbildung; Berufsbildung; Private school; Privatschule; Business economics; Betriebswirtschaft; Qualitätssicherung; Quality of education; Bildungsqualität; Qualitative Forschung; Inhaltsanalyse; Post-secondary education; Tertiäre Bildung; Australien
Abstract	Ongoing reform in vocational education and training (VET) has placed significant pressure on leaders in private training organisations in terms of striking an 'appropriate' balance between educational and business imperatives. This paper draws on data from 34 interviews with leaders from 16 private registered training organisations in Australia to investigate how educational leadership is understood and enacted in their work. The study found that these leaders were able to articulate clearly the tensions between managing business imperatives and assuring quality educational outcomes. Further, they were conscious of the ways in which their leadership extended beyond their organisations into external environments in order to further educational as well as business goals. The findings suggest that, contrary to the popular notion of seeing educational and business leadership as competing priorities, leaders view them as complementary and integrated domains. They are therefore better understood as situated practices embedded in specific organisational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10