Abstract
| Original language | English |
|---|---|
| Journal | Tertiary Education and Management |
| Volume | 24 |
| Issue number | 1 |
| Pages (from-to) | 49-65 |
| ISSN | 1358-3883 |
| DOIs | |
| Publication status | Published - 2018 |
Keywords
- Academic leadership
- Program director
- Engineering education
- Education development
Cite this
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Leading the Teacher Team - Balancing Between Formal and Informal Power in Program Leadership. / Högfeldt, Anna-Karin; Malmi, Lauri; Kinnunen, Päivi; Jerbrant, Anna; Strömberg, Emma; Berglund, Anders; Villadsen, Jørgen.
In: Tertiary Education and Management, Vol. 24, No. 1, 2018, p. 49-65.Research output: Contribution to journal › Journal article › Research › peer-review
TY - JOUR
T1 - Leading the Teacher Team - Balancing Between Formal and Informal Power in Program Leadership
AU - Högfeldt, Anna-Karin
AU - Malmi, Lauri
AU - Kinnunen, Päivi
AU - Jerbrant, Anna
AU - Strömberg, Emma
AU - Berglund, Anders
AU - Villadsen, Jørgen
PY - 2018
Y1 - 2018
N2 - This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.
AB - This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.
KW - Academic leadership
KW - Program director
KW - Engineering education
KW - Education development
U2 - 10.1080/13583883.2017.1384052
DO - 10.1080/13583883.2017.1384052
M3 - Journal article
VL - 24
SP - 49
EP - 65
JO - Tertiary Education and Management
JF - Tertiary Education and Management
SN - 1358-3883
IS - 1
ER -