Дисертації з теми "Australian leadership"
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1
Atsalos, Christine, University of Western Sydney, College of Social and Health Sciences, and of Nursing Family and Community Health School. "Nursing leadership and clinical development units : unravelling the myth." THESIS_CSHS_NFC_Atsalos_C.xml, 2004. http://handle.uws.edu.au:8081/1959.7/559.
Повний текст джерелаАнотація:
Australian Clinical Development Units (Nursing) (CDUs(N)) take their name from the British Nursing Development Unit (NDU) movement, which has been widely credited with introducing innovative approaches to developing nurses and nursing. A network of nine CDUs(N) was set up in an urban area health service in Australia in 1997. The aim of this project was to develop existing wards or units into centres of excellence by disseminating a new vision for Australian nurses, based on the pioneering work of the British NDU (Nursing Development Unit) movement. This research study set out to develop an understanding of the phenomena of CDU(N) leadership by interviewing these new CDU(N) leaders over time. Principles of Heideggerian hermeneutic phenomenology provided a framework for the study. Despite attempts to implement a variety of measures to nurture these CDUs(N) until they had become well established, the participants were unable to maintain the CDU(N) vision with which they had been entrusted. This thesis discusses their immediate reactions to the problems they faced, the new understandings they developed over time and the regrets and disillusionment many of them retained. The recommendations made for future projects are discussed in the light of the experiences of these participants and the current Australian health care climate.Doctor of Philosophy (PhD)
2
Khan, Maria Hameed. "Analysing media framing of women in contemporary Australian business leadership." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/200628/1/Maria_Khan_Thesis.pdf.
Повний текст джерелаАнотація:
This study explored media framing of leadership and gender in an Australian business context. The findings indicated complex differential framings, with a dominance towards traditional and heroic leadership whilst simultaneously emphasising post-heroic perspectives. Media framing of individual leaders highlighted tensions between expectations to perform leadership and conforming to gendered cultural norms. This research contributes to critical leadership studies by providing insight into the multidimensionality of heroic and post-heroic forms of leadership. There are also practical implications for how organisations and individuals perceive and enact leadership in work contexts.
3
Thomas, Keith Trevor, and mikewood@deakin edu au. "Understanding educational process in leadership development." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.134710.
Повний текст джерелаАнотація:
This thesis is a case study of educational process in the leadership development program of the Australian Defence Force Academy. The intention is to determine the relative emphasis in educational process on the conventional command and managerial compliance (Type A) style and the emergent contingent and creative (Type B) style of leadership. The Type A style is theorised as emphasizing hierarchy and control, whereas the emphasis in a Type B style is on adaptive and entrepreneurial behaviour. This study looks at the learning process in a cultural and structural context rather than focus on curriculum and instructional design. Research in this wider context is intended to enable development processes to successfully bridge a gap between theory and practice, implicit in studies that identify theories 'in-operation' as different from the theories 'espoused' (Argyris 1992, Savage 1996).
In terms of espoused and in-use theory, the study seeks to produce a valid and reliable result to the question: what is the relative emphasis on the two leadership styles in the operation of the three educational mechanisms of curriculum, pedagogy (teaching practice) and assessment? The quantitative analysis of results (n = 114) draws attention to both leadership styles in terms of two and three-way relationships of style, cadet or work group and service type. The data shows that both Type A and Type B leadership styles are evident in the general conversation of the organisation. This trend is present as espoused theory in the curriculum of the Defence Academy. However, the data also confirm a clear and strong emphasis towards command and managerial compliance as theory-in-use, particularly by cadets. This emphasis is noticeably evident in the teaching and assessment practice of the Defence Academy. Other research outcomes include the observation that:
Contextually, while studies show it is difficult to isolate skills from their cultural and biographical context (Watkins, 1991:15), this study suggests that it is equally difficult to isolate skills development from this context.
There is a strong task or instrumental link identified by cadet responses in terms of content and development process at the Defence Academy, in contrast to the wider developmental emphasis in general literature and senior officer interviews.
There is a lack of awareness of teaching strategies and development activity consistent with espoused Type B leadership theory and curriculum content. This gap is compounded by the use in the Defence Academy of personnel without teaching expertise or suitable developmental experience.
The socialisation of cadets into the military workplace is the primary purpose of training. This purpose appears taken for granted by all concerned - staff, cadets and senior officers.
Defence Academy development processes appear to be faced with a dilemma. Arguably, training and learning from experience are limited approaches to development. Training, which involves learning by replication, and learning from experience, which is largely imitative, are both of little use when people are faced with novel and ambiguous situations. This study suggests that in order to support the development of capabilities that go beyond training based competence a learning and development approach is needed. This more expansive approach requires educational planners to consider the cultural and social context that can inadvertently promote the status quo in practice over espoused outcomes.
4
WHITMORE, Margaret, and whittys2002@yahoo com au. "The search for character: servant-leadership in an Australian organisation." Edith Cowan University. Business And Public Management: School Of Business And Law, 2004. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0003.html.
Повний текст джерелаАнотація:
This study is in response to globalisation, changing world values and the call in modern literature for leaders of good character. Servant-leadership is offered to fill this requirement because its effectiveness is said to be reliant on the good character of the leader. In the literature this type of leadership is said to represent a new paradigm. The work of servant-leadership's proponent, Robert Greenleaf, is thoroughly examined to explain how his understanding of trust as faith is linked to spirituality and this is the key to understanding the character of servant-leaders. Greenleaf's work is compared with the modern servant-leadership literature and identifies a gap in the literature explaining Greenleaf's spirituality.This is a qualitative analysis using classical Grounded Theory and uses the work of Anthony Giddens to give it a modern sociological grounding. Classical Grounded Theory uses typologies or
5
Southwell, Deborah Margaret. "Leadership in Australian higher education: lessons from female educational leaders." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2551.
Повний текст джерелаАнотація:
There is an increasing number of women leaders in higher education. However, a far higher proportion of males than females still fill senior management roles in Australian higher education. Several recent studies have set out to examine and analyse the leadership styles of women leaders in higher education in order to better understand and inform models for women who aspire to positions of leadership in higher education.Most educational leaders are not prepared for their roles and learn through trial and error in, and by surviving, their leadership and management experiences. The term leadership, itself, is used in a variety of ways and means different things to different people. A variety of different theoretical frameworks for conceptualizing and understanding leadership has arisen from these different conceptions and understandings.This study explores the autobiographical perspectives and responses of five respected female figures in educational leadership (i.e. leadership in teaching and learning) in Australian higher education. The identification of significant factors impacting on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Australian higher education.
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Whitmore, Margaret R. "The search for character: Servant-leadership in an Australian organisation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/113.
Повний текст джерелаАнотація:
This study is in response to globalisation, changing world values and the call in modern literature for leaders of good character. Servant-leadership is offered to fill this requirement because its effectiveness is said to be reliant on the good character of the leader. In the literature this type of leadership is said to represent a new paradigm. The work of servant-leadership’s proponent, Robert Greenleaf, is thoroughly examined to explain how his understanding of trust as faith is linked to spirituality and this is the key to understanding the character of servant-leaders. Greenleaf’s work is compared with the modern servant-leadership literature and identifies a gap in the literature explaining Greenleaf’s spirituality. This is a qualitative analysis using classical Grounded Theory and uses the work of Anthony Giddens to give it a modern sociological grounding. Classical Grounded Theory uses typologies or “created groups” to give meaning to the way in which participants view their circumstance. The application of Giddens’ work allows for the data analysis to incorporate the historical social context that has shaped the views of the participants. Greenleaf and Giddens share the same understanding of trust and this alignment of Giddens and Greenleaf permeates the work. Giddens identifies two types of trust, which this research has termed Reciprocal Trust, and Trust as Principle. The research gives an explanation of the two types of trust and argues that understanding Trust as Principle is the key to understanding new paradigm thought. It is also the key to understanding character in terms of servant-leadership character. The research for this thesis was carried out in an organisation that until recently had been a government entity and for the purpose of this research is given the fictitious name of Railcorp. The historical circumstances of Railcorp have led to major dysfunctions, which are inhibiting the business progress of the company. There is a crisis of culture and a crisis in leadership. There is evidence of servant-leadership existing in Railcorp and these leaders have a vital role in providing the new leadership required to take Railcorp forward.
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Zaidi, Atiya H. Education Faculty of Arts & Social Sciences UNSW. "Leadership behaviours of heads of schools and departments in Australian and Pakistani universities." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/23315.
Повний текст джерелаАнотація:
This study examines transformational and transactional leadership behaviours of heads of schools/departments, and the individual level cultural dimensions idiocentrism-allocentrism, as perceived by academic staff in Australian and Pakistani universities. The principal research aim was to investigate the relationships between academics??? attributions concerning leadership behaviours of heads of schools/departments and cultural norms in a collectivistic and an individualistic culture. Samples of academic staff were randomly selected from Australian and Pakistani universities. The Australian sample consisted of 117 academics, and the Pakistani sample comprised 120 academics. Analysis was carried out using exploratory factor analysis, multiple regression analysis, and discriminant analysis. Within the context of the research, the results suggested that Australian and Pakistani university academics had similar attribution patterns for entities related to transformational, transactional, and passive leadership behaviours, and the cultural dimension allocentrism. The results also suggested that the academics of both samples did not differentiate between various transformational leadership behaviours, and perceived the transactional leadership behaviour contingent reward as part of the transformational leadership behaviour proactive leadership. Further, the academics of both samples perceived the transactional leadership behaviour passive management-by-exception and laissez-faire leadership as a single dimension, passive leadership. Analyses identified some critical relationships between perceived leadership behaviours of heads of schools/departments and idiocentrism-allocentrism variables for the two samples. The transformational leadership behaviour participative leadership was positively related to allocentrism and self-reliance for the Australian sample. The transactional leadership behaviour active management-by-exception was positively related to positive-competitiveness and negatively related to negative-competitiveness for the Pakistani sample. Passive leadership was negatively related to leadership outcomes for the Pakistani sample. Moreover, active management-by-exception and positive-competitiveness discriminated between the two samples. Leadership of schools/departments in universities has been found to be a multifaceted phenomenon. The research suggests that academics??? perceptions of leadership behaviours, cultural norms, and context have important implications for school/department leadership in universities.
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Brooks, Zoe A. "An examination of middle leadership positions in Western Australian secondary schools." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/367.
Повний текст джерелаАнотація:
This study examined the complexities inherent within secondary school middle leadership positions. These formal positions typically have line management accountability for the supervision of teaching and/or ancillary staff, through the Deputy Principal to the Principal. The study investigated the formal position requirements, as well as the professional perceptions and expectations of Western Australian, secondary school middle leaders. A mixed methods research design was used with a qualitative phase followed by a quantitative phase of data collection and analysis. The qualitative phase involved two stages of data collection and analyses. Firstly, a document analysis was conducted on the formal position descriptions of middle leadership positions in a purposive sample of ten Western Australian secondary schools. The formal position descriptions detailing the professional responsibilities of middle leaders were collected and analysed using content analysis techniques. Additionally, nine semi-structured interviews were conducted with a sample of subject, pastoral and program-based middle leaders across three Western Australian secondary schools. Semi-structured interviews were also conducted with a senior leader of each school sampled. The quantitative phase involved the construction and administration of an instrument designed to measure middle leaders’ perceptions of their role. The survey data were subsequently statistically analysed using the Rasch measurement model.The results of interviews with middle and senior leaders revealed six key aspects of the middle leadership position including: the dual and dynamic nature of middle leadership; the organisational functions of middle leaders; the problems and limitations associated with middle leadership positions; the effective qualities of middle leaders and their professional needs; the support and review requirements of the position, as well as the aspirations and role satisfaction of middle leaders. The results of the quantitative survey reveal middle leaders attitudes relating to five key facets of their position, including: role clarity; role authority; role support; role value and role fulfilment. The combined results of the qualitative and quantitative phases of the study resulted in the identification of seven key areas for the growth and development of middle leadership position in secondary schools. These include: the development of clear expectations and a school-wide understanding of the position; a focus on strengthening the influence of middle leaders on whole-school development; the provision of opportunities for leadership and management development; the need for peer support initiatives; the need for consistent performance appraisal and feedback processes; a focus on collaboration between middle and senior level school leaders; and the promotion of the position within the school and educational community.The implications of this study for schools include the need for clear role definition for middle leaders and targeted professional development opportunities, with a focus on leadership development. A significant outcome of this research is the construction of an instrument which measures middle leaders’ role perceptions. The instrument could be used by schools as a means of identifying the needs of middle leaders within a specific context and could also be usefully applied to future research into middle leadership. The work of middle leaders is vital in secondary schools and this research provides insight into the many dimensions of the role.
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Karpinskaia, Antonina. "A leadership program for female students in an Australian co-educational public school: Participants' perspectives on leadership." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107920/1/Antonina_Karpinskaia_Thesis.pdf.
Повний текст джерелаАнотація:
This thesis is a case study of the phenomenon of a girls' leadership program delivered in an Australian public co-educational high school. The study was informed by feminist poststructuralism, Michel Foucault's theory of power and Judith Butler's theory of performativity. Drawing on these theories, the discourses of gender and leadership are examined and it is argued that, while initially the girls experienced gendered powerlessness, they experienced a fluid, agentive standpoint where their voices gained some recognition after they undertook the leadership program.
10
Grunes, Paul. "An examination of the relationship between emotional intelligence, leadership style and perceived leadership outcomes in Australian educational institutions." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/42319/1/Paul_Grunes_Thesis.pdf.
Повний текст джерелаАнотація:
In the field of leadership studies transformational leadership theory (e.g., Bass, 1985; Avolio, Bass, & Jung, 1995) has received much attention from researchers in recent years (Hughes, Ginnet, & Curphy, 2009; Hunt, 1999). Many previous studies have found that transformational leadership is related to positive outcomes such as the satisfaction, motivation and performance of followers in organisations (Judge & Piccolo, 2004; Lowe, Kroeck, & Sivasubramaniam, 1996), including in educational institutions (Chin, 2007; Leithwoood & Jantzi, 2005). Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in leadership assessment and selection procedures. Several researchers have proposed that emotional intelligence (EI) is one construct that may account for hitherto unexplained variance in transformational leadership (Mayer, 2001; Watkin, 2000). Different models of EI exist (e.g., Goleman, 1995, 2001; Bar-On, 1997; Mayer & Salovey, 1997) but momentum is growing for the Mayer and Salovey (1997) model to be considered the most useful (Ashkanasy & Daus, 2005; Daus & Ashkanasy, 2005). Studies in non-educational settings claim to have found that EI is a useful predictor of leadership style and leader effectiveness (Harms & Crede, 2010; Mills, 2009) but there is a paucity of studies which have examined the Mayer and Salovey (1997) model of EI in educational settings. Furthermore, other predictor variables have rarely been controlled in previous studies and only self-ratings of leadership behaviours, rather than multiple ratings, have usually been obtained. Therefore, more research is required in educational settings to answer the question: to what extent is the Mayer and Salovey (1997) model of EI a useful predictor of leadership style and leadership outcomes? This project, set in Australian educational institutions, was designed to move research in the field forward by: using valid and reliable instruments, controlling for other predictors, obtaining an adequately sized sample of real leaders as participants and obtaining multiple ratings of leadership behaviours. Other variables commonly used to predict leadership behaviours (personality factors and general mental ability) were assessed and controlled in the project. Additionally, integrity was included as another potential predictor of leadership behaviours as it has previously been found to be related to transformational leadership (Parry & Proctor-Thomson, 2002). Multiple ratings of leadership behaviours were obtained from each leader and their supervisors, peers and followers. The following valid and reliable psychological tests were used to operationalise the variables of interest: leadership styles and perceived leadership outcomes (Multifactor Leadership Questionnaire, Avolio et al., 1995), EI (Mayer–Salovey–Caruso Emotional Intelligence Test, Mayer, Salovey, & Caruso, 2002), personality factors (The Big Five Inventory, John, Donahue, & Kentle, 1991), general mental ability (Wonderlic Personnel Test-Quicktest, Wonderlic, 2003) and integrity (Integrity Express, Vangent, 2002). A Pilot Study (N = 25 leaders and 75 raters) made a preliminary examination of the relationship between the variables included in the project. Total EI, the experiential area, and the managing emotions and perceiving emotions branches of EI, were found to be related to transformational leadership which indicated that further research was warranted. In the Main Study, 144 leaders and 432 raters were recruited as participants to assess the discriminant validity of the instruments and examine the usefulness of EI as a predictor of leadership style and perceived leadership outcomes. Scores for each leadership scale across the four rating levels (leaders, supervisors, peers and followers) were aggregated with the exception of the management-by-exception active scale of transactional leadership which had an inadequate level of interrater agreement. In the descriptive and measurement component of the Main Study, the instruments were found to demonstrate adequate discriminant validity. The impact of role and gender on leadership style and EI were also examined, and females were found to be more transformational as leaders than males. Females also engaged in more contingent reward (transactional leadership) behaviours than males, whilst males engaged in more passive/avoidant leadership behaviours than females. In the inferential component of the Main Study, multiple regression procedures were used to examine the usefulness of EI as a predictor of leadership style and perceived leadership outcomes. None of the EI branches were found to be related to transformational leadership or the perceived leadership outcomes variables included in the study. Openness, emotional stability (the inverse of neuroticism) and general mental ability (inversely) each predicted a small amount of variance in transformational leadership. Passive/avoidant leadership was inversely predicted by the understanding emotions branch of EI. Overall, EI was not found to be a useful predictor of leadership style and leadership outcomes in the Main Study of this project. Implications for researchers and human resource practitioners are discussed.
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White, Nereda Dawn, and res cand@acu edu au. "Indigenous Women’s Career Development: voices that challenge educational leadership." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp132.17052007.
Повний текст джерелаАнотація:
This research focuses on deepening our understanding about Indigenous women’s participation in contemporary Australian society by exploring their experiences in employment, careers, education and leadership. Since the purpose of this study is to explore how university education Indigenous women understand and make sense of it of their career journeys, the epistemological framework of the research is constructionism using an interpretivist approach. The particular interprevetivist perspective used is symbolic interactionism, but the research has also been guided philosophically by the Indigenous worldview and emerging Indigenous research methodologies which assert the right of Indigenous people to research in their own way. The methodology adopted is a case study approach in keeping with the aim of the study. Data was collected by in-depth interviews to build the women’s stories, focus groups, and researcher’s journal. Throughout the study, there was a strong emphasis on observing ethical guidelines for research on and with Indigenous people. The research design aimed to honour cultural dimensions such as Indigenous knowledge, ways of knowing and culturally appropriate data gathering techniques. The study found that Indigenous women are deeply committed to their personal and professional growth. However there are enormous barriers, both personal and institutional, to their success. Vestiges of colonialism such as racism, sexism, socio-economic and educational disadvantage remain entrenched in contemporary Australian society. Despite these obstacles, Indigenous women through their strength, resilience and determination, strive to make better lives for themselves, their families and communities. Their stories are significant in that they offer important insights into how Indigenous women can be supported on their career journeys.
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Ng, King Hung, and res cand@acu edu au. "Exploring Pastoral Leadership in the Context of an Australian Chinese Congregational Church." Australian Catholic University. __, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp146.280806.
Повний текст джерелаАнотація:
The study is an exploration of pastoral leadership from the perspectives of members of the congregation within an Australian Chinese congregational church. The congregational form of church government is one of the governing structures within the Protestant churches. This kind of church operates under a democratic voting system in which each member of the congregation has an equal voice regarding church administration. Most Australian Chinese congregational churches consist of different generations of Chinese Christians. Research indicates that Chinese Australians’ length of residence in Australia is closely linked to their identification with Australian culture. As such, the values, beliefs and attitudes of different generations of Chinese Christians might be different as a result of acculturation. These generational differences will in turn affect the decision making processes of church administration and the approaches to pastoral leadership of the senior pastor. In the past, issues of pastoral leadership have mainly been discussed from theological perspectives. Nowadays, studies of pastoral leadership have been more varied. However, there is still relatively little scholarly empirical research concerning pastoral leadership in a congregational church setting, especially from an intergenerational perspective. In this study, four dimensions of pastoral leadership are identified, namely the personal, organisational, religious and cultural dimensions. The epistemology and theoretical perspective governing the research study is constructionism and interpretivism respectively. Case study has been employed as the methodology. The strategies of data collection include questionnaires, semi-structured interviews, focus groups, direct observation and document analysis. Rich data is analysed by using the framework of Spencer, Ritchie and O’Connor (2003). The findings of the research revealed differing perceptions among different generations of Australian-Chinese Christians about the pastoral leadership of the senior pastor within an Australian Chinese congregational church. Differences in the perceptions about the pastoral leadership of the senior pastor were also found between groups of lay leaders and church members. Results indicated that a variety of leadership approaches were used by church pastors when they were dealing with different generations of Australian-Chinese Christians in the church. The findings identified the personal characteristics of the senior pastor as the most influential factor in the pastor’s leadership effectiveness, with the organisational, religious and cultural factors also perceived to influence the leadership effectiveness of the senior pastor within the research context. The research presents a conceptual framework for the exploration of pastoral leadership which may be useful for further research. This framework draws attention to the four dimensions of pastoral leadership, namely the personal, organisational, religious and cultural dimensions. The research findings suggest that attention given to these dimensions may enhance both the leadership of church pastors and the growth and development of churches in similar contexts.
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Ng, King Hung. "Exploring pastoral leadership in the context of an Australian Chinese congregational church." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/fc37c5cb7fe3e359597368d26383872810b1948852ce17fe3c3487f738e6a08c/33342209/65026_downloaded_stream_251.pdf.
Повний текст джерелаАнотація:
The study is an exploration of pastoral leadership from the perspectives of members of the congregation within an Australian Chinese congregational church. The congregational form of church government is one of the governing structures within the Protestant churches. This kind of church operates under a democratic voting system in which each member of the congregation has an equal voice regarding church administration. Most Australian Chinese congregational churches consist of different generations of Chinese Christians. Research indicates that Chinese Australians' length of residence in Australia is closely linked to their identification with Australian culture. As such, the values, beliefs and attitudes of different generations of Chinese Christians might be different as a result of acculturation. These generational differences will in turn affect the decision making processes of church administration and the approaches to pastoral leadership of the senior pastor. In the past, issues of pastoral leadership have mainly been discussed from theological perspectives. Nowadays, studies of pastoral leadership have been more varied. However, there is still relatively little scholarly empirical research concerning pastoral leadership in a congregational church setting, especially from an intergenerational perspective. In this study, four dimensions of pastoral leadership are identified, namely the personal, organisational, religious and cultural dimensions. The epistemology and theoretical perspective governing the research study is constructionism and interpretivism respectively. Case study has been employed as the methodology. The strategies of data collection include questionnaires, semi-structured interviews, focus groups, direct observation and document analysis. Rich data is analysed by using the framework of Spencer, Ritchie and O'Connor (2003).;The findings of the research revealed differing perceptions among different generations of Australian-Chinese Christians about the pastoral leadership of the senior pastor within an Australian Chinese congregational church. Differences in the perceptions about the pastoral leadership of the senior pastor were also found between groups of lay leaders and church members. Results indicated that a variety of leadership approaches were used by church pastors when they were dealing with different generations of Australian-Chinese Christians in the church. The findings identified the personal characteristics of the senior pastor as the most influential factor in the pastor's leadership effectiveness, with the organisational, religious and cultural factors also perceived to influence the leadership effectiveness of the senior pastor within the research context. The research presents a conceptual framework for the exploration of pastoral leadership which may be useful for further research. This framework draws attention to the four dimensions of pastoral leadership, namely the personal, organisational, religious and cultural dimensions. The research findings suggest that attention given to these dimensions may enhance both the leadership of church pastors and the growth and development of churches in similar contexts.
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English, Rebecca M. "Internationalising Australian secondary education." Thesis, Griffith University, 2012. https://eprints.qut.edu.au/61416/1/Internationalising_Australian_Secondary_Education.pdf.
Повний текст джерелаАнотація:
This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school. Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct privileged Australian school discourses were positioned positively. The data suggest that the majority of the Eastern Asian students were represented through negative discourses because they did not realise cultural capital that was valued at the schools. Findings of this study may assist schools to identify international students who may experience their Australian school education negatively. The findings may also contribute to assisting staff to better engage with international students.
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Abjorensen, Norman, and norman abjorensen@anu edu au. "Leadership in the Liberal Party: Bolte, Askin and the Post-War Ascendancy." The Australian National University. Faculty of Arts, 2005. http://thesis.anu.edu.au./public/adt-ANU20070320.122842.
Повний текст джерелаАнотація:
The formation of the Liberal Party of Australia in the mid-1940s heralded a new effort to stem the tide of government regulation that had grown with Labor Party rule in the latter years of World War II and immediately after. It was not until 1949 that the party gained office at Federal level, beginning what was to be a record unbroken term of 23 years, but its efforts faltered at State level in Victoria, where the party was divided, and in New South Wales, where Labor was seemingly entrenched. The fortunes were reversed with the rise to leadership of men who bore a different stamp to their predecessors, and were in many ways atypical Liberals: Henry Bolte in Victoria and Robin Askin in New South Wales. Bolte, a farmer, and Askin, a bank officer, had served as non-commissioned officers in World War II and rose to lead parties whose members who had served in the war were predominantly of the officer class. In each case, their man management skills put an end to division and destabilisation in their parties, and they went on to serve record terms as Liberal leaders in their respective States, Bolte 1955-72 and Askin 1965-75. Neither was ever challenged in their leadership and each chose the time and nature of his departure from politics, a rarity among Australian political leaders. Their careers are traced here in the context of the Liberal revival and the heightened expectations of the post-war years when the Liberal Party reached an ascendancy, governing for a brief time in 1969-70 in all Australian States as well as the Commonwealth. Their leadership is also examined in the broader context of leadership in the Liberal Party, and also in the ways in which the new party sought to engage with and appeal to a wider range of voters than had traditionally been attracted to the non-Labor parties.
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Davies, Malcolm Roy, and n/a. "Prediction of Transformational Leadership by Personality Constructs for Senior Australian Organisational Executive Leaders." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060220.142914.
Повний текст джерелаАнотація:
The purpose of this thesis was to investigate prediction of senior leader transformational leadership behaviour. Transformational leadership was identified as a major theory with substantial practical implications for economic prosperity. It was argued that a better understanding of what predicts transformational behaviour would assist in creating a lift in the effective application of the theory with attendant benefits for all organisational stakeholders. It was proposed that personality components would predict transformational behaviour. Personality was conceptualised in two ways: as components of the Five Factor Model of personality and as personality disorder components. Specifically, eight personality constructs were hypothesised as predictors. They were three Hogan Personality Inventory based Five Factor Model components and the five Hogan Development Survey personality disorder components. It was further proposed that self-subordinate rating agreement would moderate the prediction of transformational behaviour by the selected personality components. A survey research methodology was used to gather data from senior Australian organisational executive leaders. Two samples were accessed while subjects were attending training or strategy seminars. The samples incorporated a total of 462 individual senior leader subjects and 1,881 of their subordinates drawn from the top four levels of a range of large multi-level public and private Australian organisations. It was argued that the sample validly represent a senior executive cohort of organisational leaders. Subject leaders completed a brief demographic questionnaire, the leader version of the Multifactor Leadership Questionnaire, and either the Hogan Personality Inventory or the Hogan Development Survey. Subjects' subordinates completed the rater version of the Multifactor Leadership Questionnaire. Transformational behaviour was operationalised as charisma, which was calculated as the mean of two subordinate rated transformational components of the Multifactor Leadership Questionnaire, viz., idealised behaviour and inspirational motivation. This dependent variable was regressed on the various personality variables to assess predictive ability. Moderation of the prediction of transformational leadership behaviour by personality components was assessed by multiple regression of transformational leadership behaviour on the various personality components within self-subordinate rating agreement categories. There were eight specific original contributions from the findings of this thesis. The HPI component ambition was found to positively predict charisma. The HPI component prudence was found to negatively predict charisma. Self subordinate rating agreement operationalised as an absolute difference score was found to moderate the level of prediction by whole HPI regression model and some of the relationships and predictions of charisma by individual HPI components. It was found that prevalence of personality disorder components among senior executives varied from six percent to 34 percent of the sample cases. The HDS personality disorder components sceptical and cautious were found to negatively predict charisma; whereas the HDS component imaginative was found to positively predict charisma. Self subordinate rating agreement operationalised as a relative difference score was found to moderate the whole HDS regression model and some but not all of the relationships and predictions of charisma by individual HDS components. Theoretical and practical implications of the above findings, limitations of this research and recommendations for future research were discussed.
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Broughton, Sharon. "Leadership is a feminist issue : do women in Australian parliament 'make a difference'? /." St. Lucia, Qld, 2000. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16532.pdf.
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Brewer, Margo Lee. "Embedding interprofessional education in an Australian university: an exploration of key leadership practices." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/54104.
Повний текст джерелаАнотація:
Little has been published on successful leadership practices in interprofessional education despite these practices being the focus of contemporary leadership theories. This thesis aims to advance our understanding of leadership in the higher education context. The research explores the impact of several leadership practices in facilitating the embedding of interprofessional education into health sciences curricula in an Australian university. A model of leadership in interprofessional education has been developed from the findings.
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van, Leeuwen Susan. "Innovation in the Western Australian state public sector." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/545.
Повний текст джерелаАнотація:
This research sought to gain a deeper understanding of innovation in the Western Australian State Public Sector. It achieves this by exploring the perceptions of Leaders, Experts and lnfluencers regarding innovation, enablers and barriers to innovation, and examples of innovation in the sector. In this study, 'Leaders' were employees in the State Public Sector selected from the top two tiers of the Senior Executive Service position. 'Experts and lnfluencers' were individuals who were recognised as having specialized knowledge, skills and / or success regarding innovation and / or recognised as having the power to affect or influence innovation in the Western Australian Public Sector. In addition, the research also aimed to determine ways in which innovation can be enhanced in the sector. The context of this study is the Western Australia State Public Sector (WASPS) which includes departments, trade concerns, instrumentalities, agencies and state bodies run by the WA State Government. This study is significant because there is little exploration and description of the perception of innovation in the Public Sector of Australia and a lack of common understanding of innovation in the WASPS. This study enables a much greater understanding of the depth, extent and success of innovation in this sector. Innovation is vital for a public sector needing to respond to Western Australia's growth and prosperity. The description of innovation and strategies for enhancing innovation will assist in the further development of a responsive sector.This study adopts a qualitative methodology to explore the meaning given by Leaders, Experts and lnfluencers and their perceptions of innovation in the public sector. The qualitative paradigm provides rich meaning to the research questions for the study which are: I . What are the perceptions of innovation in the Western Australian State Public Sector amongst Leaders? 2. What are the perceptions of innovation in the Western Australian State Public Sector amongst Experts and lnfluencers? 3. What are the barriers and enablers to innovation in the Western Australian State Public Sector 4. How can innovation in the Western Australian State Public Sector be enhanced? A phenomenological approach is adopted for the study which allows the structure and essence of the phenomena of innovation within the public sector to be explored. Data was collected using semi structured, in-depth interviews and data analysis using a phenomenological approach was conducted. This ensured that the experience and meaning of the phenomena of innovation is described and explained as faithfully as possible. The key findings of the study indicate that while there are pockets of innovation within the WASPS there is an overall need to enhance the capacity for innovation.An 'emergent model' is proposed as a framework that can provide an enhanced capacity for innovation in the WASPS. This is achieved by addressing the cultural, structural and human resource barriers that exist and by simultaneously enhancing the enablers that were identified in this study. The 'emergent model' takes a strategic view with special consideration for the context for innovation within the WASPS. Inherent in this model is the need for a clear and shared definition of innovation; the creation of ideal conditions for innovation; and the development of an innovation action plan. Superimposed on this model is the need for greater capacity for, and commitment to, meaningful public consultation. In addition the study highlighted a need for strong and effective leadership throughout the Western Australia State Public Sector to enhance innovation. In making these conclusions it is recognised that this study is specific to the state public sector of Western Australia. This study opens the possibility of more extensive research within the public sector, specific to innovation. In particular, there is significant scope to explore the relationship between political and public sector leadership and the effect of this relationship on innovation. In addition, further exploration of successful innovation in the sector could better inform the type of agency in which innovation is successful and an analysis of the leadership factors that influence successful innovation. Further research regarding the ability of leaders to create an environment to enhance innovation within the sector, recruitment practices of the WASPS, and of resource allocation and its effect on innovation capacity is advocated in this study.
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Crews, Julie Anne. "What is ethical leadership? A study to define the characteristics of ethical leadership : perspectives from Australian public and private sectors." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2601.
Повний текст джерелаАнотація:
A truth that's told with bad intent beats all the lies you can invent. William Blake (1757–1827)The ethical dimension of leadership has been widely acknowledged as being important in the contemporary business environment (Brown & Trevino, 2006a; Brown & Mitchell, 2010; Ciulla, 2005; Knights & O’Leary, 2005; Trevino, Hartman & Brown, 2000). Indeed, Ciulla (1998) proposed that ethics is at the ‘heart of leadership’. Many scholars have examined ethics and leadership from a normative or philosophical perspective, which suggests what leaders ought to do, rather than what they actually do (Brown, 2007).More recently, the study of ethics and leadership has been undertaken from a more socio-scientific perspective. This has led to the development and conceptualisation of the construct ethical leadership, which includes the exploration of the characteristics of ethical leadership and the identification of its antecedents and consequences (Brown & Trevino, 2006b; Brown, Trevino & Harrison, 2005; Trevino et al., 2000; Trevino, Brown & Hartman, 2003).This research poses the question: what is ethical leadership? It seeks to build on the existing body of empirical research relating to the characteristics and behaviours of ethical leaders. The inclusion of a question, which asks participants their recollections of unethical leadership, represents an important contribution to research in the area of ethics and leadership. Seventy-eight (78) senior executives, represented by diverse industry backgrounds from both the public and private sectors, participated in the research. They were drawn from two states in Australia, namely Western Australia and Victoria.This research adopted a constructivist methodology and two qualitative methods: the critical incident technique (CIT) (Flanagan, 1954) and a hypothetical vignette (Alexander & Becker, 1978; Aveyard & Woolliams, 2006; Fritzche, 2000; Trevino, 1992b). Semi-structured, face-to-face interviews were undertaken for the purpose of data collection. The qualitative software package NVivo was used to assist in the management of the research data. NVivo's principal function is that of an electronic storage and retrieval system. Before its development this process was manually carried out by researchers.First, participants were asked to recall the characteristics and behaviours of two leaders with whom they had worked: one identified as being an ethical leader and the other a less than ethical leader. Second, participants described an ethical dilemma they had experienced and managed in their role as a senior executive. Third and finally, their responses to a hypothetical vignette that contained an ethical dilemma were sought. These responses were then aligned with their own ethical dilemmas to determine whether their espoused theories (what they said they would do) were congruent with their theories-in-use (what they actually did).The principal findings that emerged in this research are as follows. Participants' recollections of ethical leadership centred on three themes: value alignment, governance and relationship-centredness. Ethical leaders are perceived to be individuals who behave with integrity, courage and trustworthiness. They are relationship-centred, and fairness and altruism are the defining features of their relationships with others. In matters of governance, ethical leaders demonstrate adherence to accountability measures and discernment in their decision-making responsibilities. These findings were opposed to recollections relating to less than ethical leaders, who are defined by deception and self-centredness. In matters of governance, the decision-making of less than ethical leaders reflected culpability and expediency. Their self-centredness was evident in their abuse of power and their self-serving behaviour.When participants' responses to the hypothetical vignette were aligned with responses to their own ethical dilemmas, incongruence was evident. That is, the action many participants said they would take in response to the hypothetical vignette did not align with what they actually did in response to their own ethical dilemmas. This incongruence was most evident in two areas. In the management of their own dilemmas, participants were strongly focused on relationships with others and did not consider withdrawing from the situation. However, in response to the hypothetical vignette, participants demonstrated a greater willingness to withdraw from the situation and placed much less emphasis on their relationship with others.Finally, this study concludes that an ethical leader is perceived as an individual whose words and actions are closely aligned (value alignment). Conversely, less than ethical leaders are characterised by deception; that is, there is misalignment between what they say and what they do.
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van, Leeuwen Susan. "Innovation in the Western Australian state public sector." Curtin University of Technology, Graduate School of Business, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17156.
Повний текст джерелаАнотація:
This research sought to gain a deeper understanding of innovation in the Western Australian State Public Sector. It achieves this by exploring the perceptions of Leaders, Experts and lnfluencers regarding innovation, enablers and barriers to innovation, and examples of innovation in the sector. In this study, 'Leaders' were employees in the State Public Sector selected from the top two tiers of the Senior Executive Service position. 'Experts and lnfluencers' were individuals who were recognised as having specialized knowledge, skills and / or success regarding innovation and / or recognised as having the power to affect or influence innovation in the Western Australian Public Sector. In addition, the research also aimed to determine ways in which innovation can be enhanced in the sector. The context of this study is the Western Australia State Public Sector (WASPS) which includes departments, trade concerns, instrumentalities, agencies and state bodies run by the WA State Government. This study is significant because there is little exploration and description of the perception of innovation in the Public Sector of Australia and a lack of common understanding of innovation in the WASPS. This study enables a much greater understanding of the depth, extent and success of innovation in this sector. Innovation is vital for a public sector needing to respond to Western Australia's growth and prosperity. The description of innovation and strategies for enhancing innovation will assist in the further development of a responsive sector.This study adopts a qualitative methodology to explore the meaning given by Leaders, Experts and lnfluencers and their perceptions of innovation in the public sector. The qualitative paradigm provides rich meaning to the research questions for the study which are: I . What are the perceptions of innovation in the Western Australian State Public Sector amongst Leaders? 2. What are the perceptions of innovation in the Western Australian State Public Sector amongst Experts and lnfluencers? 3. What are the barriers and enablers to innovation in the Western Australian State Public Sector 4. How can innovation in the Western Australian State Public Sector be enhanced? A phenomenological approach is adopted for the study which allows the structure and essence of the phenomena of innovation within the public sector to be explored. Data was collected using semi structured, in-depth interviews and data analysis using a phenomenological approach was conducted. This ensured that the experience and meaning of the phenomena of innovation is described and explained as faithfully as possible. The key findings of the study indicate that while there are pockets of innovation within the WASPS there is an overall need to enhance the capacity for innovation.
An 'emergent model' is proposed as a framework that can provide an enhanced capacity for innovation in the WASPS. This is achieved by addressing the cultural, structural and human resource barriers that exist and by simultaneously enhancing the enablers that were identified in this study. The 'emergent model' takes a strategic view with special consideration for the context for innovation within the WASPS. Inherent in this model is the need for a clear and shared definition of innovation; the creation of ideal conditions for innovation; and the development of an innovation action plan. Superimposed on this model is the need for greater capacity for, and commitment to, meaningful public consultation. In addition the study highlighted a need for strong and effective leadership throughout the Western Australia State Public Sector to enhance innovation. In making these conclusions it is recognised that this study is specific to the state public sector of Western Australia. This study opens the possibility of more extensive research within the public sector, specific to innovation. In particular, there is significant scope to explore the relationship between political and public sector leadership and the effect of this relationship on innovation. In addition, further exploration of successful innovation in the sector could better inform the type of agency in which innovation is successful and an analysis of the leadership factors that influence successful innovation. Further research regarding the ability of leaders to create an environment to enhance innovation within the sector, recruitment practices of the WASPS, and of resource allocation and its effect on innovation capacity is advocated in this study.
22
Waddell, Jason J. "The personality traits and skills of Australian pharmacists." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213206/1/Jason_Waddell_Thesis.pdf.
Повний текст джерелаАнотація:
This study evaluated the personality traits and skills of Australian Pharmacists to better understand factors that may influence the implementation of pharmacy practice change. Using theoretical frameworks of personality and advanced practice, this research evaluated the personality traits of Australian Pharmacists and pharmacy students, evaluated the leadership domain of an advanced pharmacy practice framework, and included interviews of pharmacists implementing prescribing models of care in the Queensland public hospitals. Implementing new pharmacy practice models of care is complex and is the confluence of a pharmacist’s personality, skills and the context in which they are working.
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Clarke, Jennifer E. "Sustainable pedagogical leadership in early childhood education and care: Implementing the 2012 Australian national quality standard." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/114123/1/Jennifer_Clarke_Thesis.pdf.
Повний текст джерелаАнотація:
This historical case study combined two quality areas in early childhood education and care (ECEC), sustainability and pedagogical leadership, introducing the new term Sustainable Pedagogical Leadership in ECEC (SPLE). SPLE includes principles embedded in sustainability and Education for Sustainability (EfS) combined with contemporary approaches to pedagogical leadership unique to ECEC settings. This represents an innovation in the way that pedagogical leadership can be framed in ECEC. Key characteristics of SPLE identified were providing clear vision, mentoring, professional learning, critical reflection and distributed leadership opportunities. SPLE led to an exceptional organisational culture. Enculturated practices were observed in EfS as a result.
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Baker, Marzena K. "Women's progression to leadership: A project-based organisational perspective." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/91852/1/Marzena_Baker_Thesis.pdf.
Повний текст джерелаАнотація:
This is a qualitative study of female underrepresentation in leadership roles in project-based organisations in Australia, specifically the construction and property development industries. Using a gender lens, the underlying structural and cultural barriers to women's advancement to leadership in those organisations was studied and, in particular, what challenges they face in their career advancement and what attempts they make to resolve those challenges. The findings show that the unique characteristics of project-based organisations, with their perpetual masculine work practices, embedded masculine logic, gender-based bias and masculine organisational culture, all maintain the pattern of underrepresentation of women.
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Burch, John S. "An elder training program for Australian Presbyterian churches." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Price, Christine. "Examining Relationships Between Organisational Spirituality and Organisational Resilience: Perceptions of Leadership and Staff within Australian Organisations." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/83168.
Повний текст джерелаАнотація:
Exploratory and pioneering, this thesis informs the body of knowledge on organisational spirituality and organisational resilience in the Australian context. Organisational spirituality was found to act as transformative energy, impacting organisational resilience in a positive way. Compassion, connectedness, and leadership ambience were revealed as vital in the relational dynamics of building resilience capacity.
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Pini, Barbara. "From the paddock to the boardroom: The gendered path to agricultural leadership in the Australian sugar industry." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36642/1/36642_Digitised%20Thesis.pdf.
Повний текст джерелаАнотація:
The most recurrent theme in the early literature on women and farming is of women's invisibility. By the end of the 1990s, however, an important shift had occurred with farm women's increased visibility. Two international conferences had been held on women and agriculture, numerous rural women's groups had been formed across the world and a substantial literature had emerged documenting women's role and work on farms. However, despite the increased prominence given to the private lives of women farmers, they are still largely unrepresented in the public sphere of agriculture. In the Australian cane industry, for example, women hold none of the 181 elected positions of leadership in their agri-political group, CANEGROWERS. This anomaly between what we now know about women's important role in farming and their absence from decision-making positions in the sector, has shifted the focus of academic work on women and agriculture from examining family farming to studies of organisational culture and leadership.
This thesis contributes to this shift in academic focus by reporting on an in-depth study of a single agri-political organisation, the Australian sugar industry's, CANEGROWERS. Its significance is that it makes important and critical links between the gendered processes and practices on the farm and the gendered processes and practices of the agri-political group. In both metaphorical and real terms it makes links between the 'paddock' and the 'board room'.
This research derives its feminist perspective from a commitment to five key principles. These are focusing on women, valuing women's experiences and knowledge, rejecting the split between subject and object, emphasising consciousness raising and emphasising political change and emancipation.
The research design includes both qualitative and quantitative data collection methods. A case study of CANEGROWERS using in-depth interviews with fifteen elected members, participant observation and document analysis, provides contextual data on the organisation and its practices and processes. A survey of 234 women involved in the industry gives a quantitative perspective on the nature of women's farm work, the barriers to their participation in CANEGROWERS and possible strategies to facilitate greater participation. Two final case studies of the district locations of Mackay and the Herbert River are used to present a descriptive and localised understanding of the issues. Both case studies use a range of methods including focus groups with forty women, in-depth interviews with CANEGROWERS' staff members and women who have stood for election, participant observation and document analysis.
The main finding that emerges from this thesis is that the path to leadership within the agri-political group CANEGROWERS is subjective, closed and distinctly gendered. This is in distinct contrast to the way it is represented by elected members and some CANEGROWERS' staff as a process which is objective, open and gender neutral. This gendered path to leadership begins with how the notion of farmer is constructed solely in terms of the on-farm physical work undertaken largely by men. Thus; importantly, women's work on sugar cane farms, what they do and what they do not do, is intricately connected with their level of participation in the organisation CANEGROWERS.
The research provides evidence of the fact that women are actively involved on sugar cane farms performing a myriad of roles which contribute to the industry's sustainability. However, the roles they perform and the knowledge needed to conduct these roles are not valued. What work and knowledge is valued is that relating to on-farm physical labour. Despite the popular and mainstream rhetoric about the need for new types of farming and new types of farmers, there persists across the industry a view that the farmer is involved solely (or most importantly) in physical work and it is this which is given status. To be a farmer is to do physical work and to do physical work is to be a male. Furthermore, having legitimacy within the industry as an elected leader is equated with one's status as a farmer and the knowledge one has as a result of participation in on-farm physical work. Thus, while elected members cite the importance of having a diversity of knowledge to make up an effective agri-political board, the knowledge to which they refer is extremely narrow. The knowledge that women might have, for example, as a result of their high level of participation in financial management, is not afforded the same status and therefore does not entitle them to be a contender for industry leadership.
Even on those few occasions in the sugar industry, where; because of their involvement in physical work, women have seen themselves as having a right to stand as an elected member, the gendered path to leadership continues to militate against their involvement. They are told to be visible in an industry where women are seldom seen, in an industry which rarely gives visibility to the work they do or the knowledge they have and in an industry where their contribution as partners in a farming enterprise does not necessarily entitle them to :franchise in the organisation. In addition, women do not have access to the same opportunities as men for demonstrating their visibility because the types of forums where visibility is judged (such as at industry meetings) are the very forums where women report their presence as being either denigrated or questioned.
An understanding of rural culture provides further insight into the gendered nature of visibility and the way in which men's visibility is judged very differently from women's visibility. Within this culture, a woman who does demonstrate visibility may find herself censured by both women and men for operating against the status quo.
The gendered path to leadership within CANEGROWERS culminates in both the definition and application of merit. While the term is purported by CANEGROWERS' elected members to be gender neutral an examination of the many extraneous factors which impact on the electoral process and the way in which they have differential meanings for women and men indicate that this is not the case. These factors include lack of options, longevity in office, grooming for office, the concept of tradition and family name, popularity, appointments outside of election, the conservatism of the constituency and protocol. Ultimately, within the organisation CANEGROWERS, merit has been equated with being a male.
The research concludes that, while very few strategies have been initiated by CANEGROWERS to address the question of women's representation, there is some possibility for change in industry-based networks for women. These networks have the potential to challenge homogeneous and androcentric constructions of terms such as 'knowledge' and 'merit' and the potential to give women the confidence, space and opportunity to be 'visible'. Unfortunately, the findings indicate that there has been a high level of resistance to these networks. The resistance has characterised the involvement of women as a divisive force for families, communities and the broader industry. The potency of this discourse in terms of limiting women's involvement in networks is evident when one appreciates the way in which farm women so often subjugate their own needs to ensure that harmonious relationships are maintained.
Overall, to be a successful force for positive change, sugar industry networks for women must be seen as legitimate forums for women to practice industry leadership, must be given unequivocal support from industry leaders and must be adequately resourced by the organisation. Most importantly, the formation of these networks must not be viewed as absolving the organisation from any need to make changes to its culture, processes and practices. The aim must be to make CANEGROWERS not just a 'men's organisation' as it was so often described in this research, with women's networks on the margins, but an organisation where both men and women can participate fully and equally.
It would be unjust and inexcusable if CANEGROWERS' commitment to this research was used to suggest that impediments to women achieving leadership positions exist only in the sugar industry. The evidence that is available from the broader studies cited above is that this is not the case. What is different about CANEGROWERS is that they have commissioned research which has examined the nature of the culture and the construction of merit within the industry. That other agricultural industry groups have not cannot be used to suggest that CANEGROWERS or the sugar industry are particularly different from other agencies or industries. It is likely that very similar cultural constraints exist within their own agencies and industries. At the same time, knowing that women are likely to experience difficulties in participating in leadership in other agricultural agencies does not excuse or justify women's lack of inclusion in CANEGROWERS. This merely indicates that the entire agricultural sector needs to work harder to achieve greater diversity in representative decision-making positions.
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McPhail, Alison May, and N/A. "John Howards Leadership of Australian Foreign Policy 1996 to 2004: East Timor and the war against Iraq." Griffith University. Department of Politics and Public Policy, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20071023.142137.
Повний текст джерелаАнотація:
This thesis presents a study of John Howards leadership of Australian foreign policy from 1996 to 2003. It documents and examines the way in which John Howard, Australias national leader, managed the complex challenges presented by two major events in Australian foreign policy: the East Timor crisis and the war against Iraq. Because it is the national leader who speaks for the nation, the manner in which the Prime Minister articulates and communicates the countrys foreign policy is vitally important, both domestically and internationally. Two theoretical conceptsconstant scanning and multidimensional diplomacyare proposed and developed in this thesis to explore and analyse how national leaders, situated at the nexus of domestic and foreign concerns, manage the distinctive challenges presented to them in this position. They also assist in understanding and explaining John Howards particular approach to these two major foreign policy issues. This study demonstrates that both constant scanning and multidimensional diplomacy are useful descriptive and normative tools for examining ways in which national leaders communicate and implement their foreign policies in the increasingly interconnected political landscape. By tracing and documenting the trajectory of Howards foreign policy, this study finds that his skill and confidence in the area of foreign policy, and his command and control of the foreign policy process, all increased over time. The evidence also suggests that he developed a greater awareness of the need to employ both constant scanning and multidimensional diplomacy. However, as this study shows, his absolute commitment to the ANZUS alliance saw him relinquish the responsibility to employ them in the case of Iraq. This study draws on exisiting knowledge in the areas of leadership, political science and international relations as a basis for testing the proposed concepts of constant scanning and multidimensional diplomacy. It then explores the wider application of these approaches for leaders striving to balance domestic and international concerns and considers their importance for the security and stability of the international system.
29
Deng, Ling, and ling deng@rmit edu au. "EQ and CQ of Expatriate Transformational Leaders: a Qualitative Study of Cross-cultural Leadership Effectiveness for Australian Business Managers Working in China." RMIT University. Graduate School of Business, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080805.161224.
Повний текст джерелаАнотація:
China is a highly attractive destination for foreign direct investment, especially to Australia with which it has a strong complementary commercial relationship. Although the need for cross-cultural leadership effectiveness presents a major challenge to Australian businesses operating in China, most extant studies emphasize cultural dimensions and cultural influences on expatriate leadership effectiveness. In contrast, this study investigates the importance and implementation of transformational leadership (TL), emotional intelligence (EQ) and cultural intelligence (CQ) as key components of cross-cultural leadership capabilities within the context of Australian-Chinese cultural differences. Specifically, it answers one overarching question: What key factors contribute significantly to cross-cultural leadership effectiveness in Australian businesses operating in China? Following an interpretivist research philosophy, this inductive study employed qualitative individual and focus group interviews with a final sample of 32 expatriate managers and 19 local Chinese managers working in 30 Australian organizations. The individual participants were top- and middle-level executives of Australian businesses operating in China in different industry sectors, including minerals and energy, manufacturing, consulting, building and construction, banking, legal services and education. Participants based their responses on their own experiences and observations. These perspectives were supplemented with equally important input from the focus group interviewees, who were Chinese local managers that work closely with the expatriates. Based upon the findings of the study, the researcher developed a holistic pragmatic heuristic model of cross-cultural leadership effectiveness for Australian businesses operating in China, which emphasizes the developmental process underlying the emergence of effective expatriate leadership. This model defined and categorized three sets of cognitive, attitudinal and behavioural characteristics of effective cross-cultural leaders: personal (intrapersonal) competencies, social (interpersonal) competencies and cross-cultural competencies. Because the model is pragmatic as well as heuristic, its framework provides practitioners (e.g. Western and especially Australian expatriate leaders) with an informed understanding of the complexity of cross-cultural leadership issues in China, the importance of having theoretical knowledge on this topic, and the need to be flexible and pragmatic in applying this knowledge in daily practice. Thus, the model offers Australian firms currently investing or intending to invest in China a specific strategy to assist expatriate selection and leadership development in that the competencies it contains can be used to recruit and develop suitable candidates and training criteria. Likewise, the model provides business coaches or business consultants serving Western organizations in China a comprehensive fundamental framework for developing competent global leaders. Hence, future research should concentrate on developing and validating cross-cultural leadership effectiveness in China model using diverse approaches.
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Albinger, Kenneth Charles, and n/a. "Using Values: a Qualitative Analysis of Ethical Dilemmas Encountered by Australian Lutheran Secondary School Principals." Griffith University. School of Curriculum, Teaching and Learning, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060815.170949.
Повний текст джерелаАнотація:
Recent studies of effective leadership for schools suggest relationships between the work of principals and beliefs, values and theoretical knowledge. However, it is not clear how these relationships work. In schools of the Lutheran Church of Australia the situation is complicated by expectations that principals will be operating with a Lutheran Christian world view. The precise nature of the role of world view in determining professional action has not been fully researched. This study made use of analysis techniques grounded in symbolic interactionism to examine the construction of meaning and rationale for professional actions by Lutheran secondary school principals. It sought to understand the impact of value on meaning and decision in ethically challenging situations. The central question of this research was: What values influence the reflection of Australian Lutheran secondary school principals as they address ethical dilemmas in their woik? Drawing on the accounts given by three Australian Lutheran secondary pnncipals to provide data for analysis, and making use of membership category analysis techniques, the study found that three statements could be made: 1. There is evidence in the accounts to suggest that the way principals perceive dilemmas is the result of a filtering process where some facts ate not fully considered prior to action. 2. There is evidence in the accounts to suggest that the filtering process is more strongly influenced by sub-rational and trans-rational values than by rational values. 3. There is evidence in the accounts that each piincipal has a world view that is partially shaped by values implicit in the Christian tradition. These findings are tentative because of the limited scope of the research. They have implications for the theoretical literature, suggesting that mote attention needs to be given to the impact of trans-rational and sub-rational values as filters of perception in difficult decisions. 'The findings suggest that any study of the reflection of school principals in ethically challenging situations should take into account the power of non-rational values to be a lens that distorts what is considered in the reflective process'. They also have implications for further research by those interested in Lutheran schools and those interested in the importance of values in shaping perception. Finally they have implications for those who prepare piincipals for Lutheran schools, suggesting the need for a clearer articulation of a philosophy for Lutheran schooling and for the development of the habit of critical reflection in Lutheran principals.
31
Lord, Kay Elizabeth, University of Western Sydney, and Faculty of Social Inquiry. "The personal growth and career development of organisational change agents : a narrative study of the careers of experienced practitioners in an Australian setting." THESIS_FSI_SEL_Lord_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/317.
Повний текст джерелаАнотація:
This study was initiated by the need to develop change agent skills in a group of consultants from a large government organisation facing major challenge from a competitive market. In order to develop a program, a group of mature and experienced change agents, with around 20 years experience in a variety of different organisations in each case, was asked, through the medium of an unstructured interview, to tell the story of their own growth and development. A model of 12 factors was developed, based on recent studies of leadership, the researcher's own career experience and an analysis of a well known practitioner's biography. This model was used to analyse the content of the interview material. The study found that there were a small number of factors which distinguished the development of this group from that of leaders who had been the subject of earlier studies. These were, firstly, the primary influence of the mother as role model. for both men and women. Secondly, the influence of early confrontations with established systems of power being employed in abusive ways, which developed a commitment to preserve the freedom of individuals to participate in decisions which affect their lives. Finally, a belief in the critical part ethics, integrity and the continual practice of learning for self-awareness, plays in maintaining a sustainable career as a change agent. The conclusions for a program of development for change agents are, firstly, that prospective participants should self assess their personal experiences from childhood, their attitudes to learning and the maintenance of an integrated self as an essential for mediating between stakeholder groups. Secondly, the influence of practical experience far outweighs that of schooling or academic studies. Thirdly, change agents employ what Bateson describes as type III learning, more than any particular theoretical approach, when designing organisational interventions. The study concludes that further research into the nature of the attachment bonds formed by change agents in childhood is needed to better understand the psychological dynamics which support excellent and sustainable practice.Master of Science (Hons)
32
Rushworth, Susan. "The what, why and how of organizational values a study of the interpretation and implementation of organizational values within fast-growing Australian companies /." [Hawthorn, Vic.] : Swinburne University of Technology, 2008. http://hdl.handle.net/1959.3/42570.
Повний текст джерелаАнотація:
Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2008.[Submitted as partial fulfilment of the requirements for the degree of Doctor of Philosophy], Australian Graduate School of Entrepreneurship, Swinburne University of Technology, 2008. Includes bibliographical references (p. 225-238)
33
Scott, Margaret Ann. "Organisational factors that drive fundraising effectiveness in Australian health charities." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/74880/1/Margaret_Scott_Thesis.pdf.
Повний текст джерелаАнотація:
This research sought to explore organisational factors that drive successful fundraising. Drawing on Strategic Management theory, this qualitative study examined the key intraorganisational factors that organisations develop to be effective at fundraising within the context of extraorganisational factors that can affect fundraising effectiveness. In this way, it helps build a fundraising effectiveness theory.
The findings from this study afford leaders of nonprofits an opportunity to reflect on their reasons for pursuing fundraising as an income stream, their level of understanding of fundraising, the degree of investment they are willing to make and the critical leadership required by the CEO.
34
Cannon, Helen Mary, and res cand@acu edu au. "Redesigning the Principalship in Catholic Schools." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006.
Повний текст джерелаАнотація:
The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a problem that exists not only in Australia, but also in many Western countries. An exploratory mixed method design was chosen for the study with the data gathering divided into two phases. The first phase was the qualitative phase during which the data were gathered using focus group interviews and analysed using QSR N6. The second phase was the quantitative phase, where the data were collected using a survey constructed from the data gathered and analysed in the first phase. This research project asked the question, how can the principalship be redesigned to attract more quality applicants to the role and retain incumbents already in the role? The research revealed that, to answer the question a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The new paradigm would be based on sharing leadership rather than on an hierarchical approach. It would have structures that are flexible and customised to the local needs of the school and school community. Learning would be central and a work/life balance would be essential, for all principals. The new paradigm would also offer enough flexibility to encourage women to both take up, and remain in, principalship. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship.
35
Moody, Craig William, and res cand@acu edu au. "An Exploration of the Role of School Principals in Faith Formation Leadership Within the Educational Mission of Two Australian Anglican Schools." Australian Catholic University. School of Education, 2009. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp234.01072010.
Повний текст джерелаАнотація:
This study offers a response to the question facing the Australian Anglican Church about how the mission of Anglican schools is aligned with the mission of the whole Church. The study explores two Anglican school principals’ faith formation leadership, as they engage in this mission. Fundamental to understanding the context of this study is awareness of Anglicanism’s broad variety of expression balanced with unity through Scripture, Reason and Tradition. In spite of differences, the Anglican Church seeks the ‘Via Media’, the middle way, held together in a dynamic tension of debate. Anglican school principals lead faith formation in this context of diversity, which leads to the purpose of this study: to explore two Australian Anglican school principals’ perceptions of their role and capability as school leaders of faith formation within the Anglican Church’s mission. The three questions guiding this study relate to the ways in which the principals understand their role, their capability for the role, and the ways in which the Anglican Church has equipped them to be faith formation leaders in their schools. Various Anglican sources note that these questions have been on the Anglican Church’s agenda for several decades. A recent report on the governance relationship between an Australian Anglican Diocese and its schools noted lack of Anglican identity and role definition of schools’ mission in the Church as significant issues (Nicholson, 2007), and this appears to be the case in faith formation leadership also. Underpinning this study are assumptions that the nurturing of the Christian faith in the Anglican tradition is a core task of Anglican schools as agents of Anglican mission, and that the principal of an Anglican school plays a key role in leading faith formation by authentic personal Christian witness. In this study, Anglican school faith formation leadership has been explored in cultural and symbolic dimensions of leadership. Catholic and Lutheran schools’ faith formation leadership practices are reviewed to inform the study. This exploratory, qualitative study has an orientation of social constructionism, seeking two purposively sampled Australian Anglican school principals‟ perceptions from an open research stance. A theoretical framework of symbolic interactionsism has valued the participants’ context. A phenomenological research methodology has used data gathering methods of interview, survey questionnaire, observation and documentary analysis. The study indicates that areas for further study include the shared faith formation leadership roles of principals and school chaplains; the fostering of a culture of research about Anglican school faith leadership; the provision of professional mentoring for principals; the relationship of principals to the Anglican Church; and provision by the Anglican Church of guiding statements and training to equip principals for their faith leadership roles.
36
Jefferson, Sarah. "Finding marigolds: A study into the shared characteristics of positive veteran Western Australian teachers and the role of social support in sustaining their commitment to teaching." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2379.
Повний текст джерелаАнотація:
Australian teachers will be expected to remain in the profession for longer as the retirement age is extended. However, teacher career trajectory studies indicate increasing disenchantment and high attrition rates among many older (veteran) teachers. There is limited research into veteran teachers who remain enthusiastic and committed (positive veteran teachers) and little research into the role of social support inside and outside school in enabling positive veteran teachers to maintain their commitment to teaching. This study aimed to identify the shared characteristics of positive veteran teachers in Western Australia (WA). These were experimentation and challenge acceptance, and leadership and comfort in the role, as drawn from the relevant teacher career trajectory literature.
The study then examined the role of social support in sustaining positive veteran teachers’ commitment to teaching. A mixed-methods design was used to empirically identify positive veteran WA teachers within a larger veteran teaching cohort of 145 teachers completing the survey. From this cohort, I interviewed five positive veteran teachers about the role of social support inside and outside school and its contribution to their commitment to teaching.
The study found positive veteran teachers continually engage in self-renewal through updating their teaching resources and pedagogy, as well as taking on lattice-based leadership roles to maintain vocational vitality throughout their careers. Participants deliberately sought egalitarian, positive and professional working relationships with colleagues where practical support was highly valued. Passive support from school leadership, through autonomy and appropriate intervention, was also important. In addition, the study found positive veteran teachers enjoyed social support outside school, with participants reporting their partners, families, friends and physical recreation networks play a central role in maintaining their ongoing commitment to teaching.
The implications of this study are important as veteran teachers represent a substantial proportion of the WA teaching population. The findings may encourage curriculum organisations and executive school leadership to retain and capitalise on the skills of their positive veteran teachers. With the appropriate autonomy and support, positive veteran teachers may be better utilised as valuable advocates and leaders in their school communities. They may help to support less experienced or disengaged colleagues.
37
Delano, Anthony. "An opinionated view : a history of The Independent Monthly and its predecessors, with some observations on the role of the journal of opinion in the media agenda setting and building and in media opinion leadership." Thesis, Queensland University of Technology, 1992. https://eprints.qut.edu.au/36269/1/36269_Delano_1992.pdf.
Повний текст джерелаАнотація:
This case study used primarily historiographical methods to demonstrate that The Independent Monthly and the types of publication from which it evolved exert an influence in opinion leading and agenda-building far greater than their relatively small circulations might indicate. The hypothesis was sustained that The Independent Monthly played a notable part in media opinion leading and media agenda-building, the process in which the "careers" of mainstream news events may be recognised in different stages of development at different media sites.
Since journals of opinion came into being at the beginning of the 18th Century their role has been to supplement and re-negotiate the largely reportorial function of the mainstream media, supplying views rather
than news. They have always targeted the gatekeepers and commentators of the established media. The line of descent of the The Independent Monthly was traced f ran the earliest British and American journals, one
of which, Nation, founded in 1865, saw itself as the "external conscience of other publications" to more recent predecessors in Australia. Interviews in depth were conducted with the founder editor, Max
Suich and several of his most eminent collaborators. Content analyses of the journal were undertaken and the editorial and financial strategy devised for its launch and subsequent three years of operation closely
scrutinised. Readership surveys were examined and extrapolations made. Some aspects of the study were also scrutinised from the viewpoint of mass media theories of DeFleur and Ball-Rokeach, among others. The Independent Monthly was deliberately aimed at the segment of
potential readership identified by Huqh Mackay, a leading social
researcher consulted in advance of its launch, as "the
information club". Mackay believed there was a national pool of no more than 100,000 individuals who were assiduous collectors of news and information. either because it empowered them in their occupational roles or enhanced their social standing. The conclusions of the study suggest that the The independent
Monthlv might have been more powerful still in the areas
mentioned ahove, and its circulation and advertising appeal all the qreater. but for the policy that may be inferred from its title. of declininq to adopt a positive, let alone a politically partisan. editorial attitude. The question ~merges of whether the audience that the publication succeeded in attracting was
the only audience available to it and whether more thorough planning might have resulted in a less precarious beginning.
38
Bambach, Matthew. "Maximising Board governance effectiveness in small and medium-sized Australian independent schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2310.
Повний текст джерелаАнотація:
My experience of working with boards of independent schools has led me to conclude that boards often struggle to know how they might make their governance more effective. Very little has been written and few empirical studies have investigated governance of independent school boards in Australia, despite the considerable responsibility and power entrusted to them. This study asks how well such boards are governing and what they could do to engender fully effective governance.
Currently, there are no standards or instruments for assessing the effectiveness of board governance. This study identified seven governance effectiveness factors (GEFs) from the literature on governance in schools and other non-profit organisations. These factors were used as assessment instruments in seven case studies of school boards in small to medium-sized independent schools. The research was predominantly qualitative and involved four research methods: a survey, semi-structured interviews, a review of board documents and observation of board meetings.
The data were explored by assessing the GEFs within each case and across cases. The findings showed that five boards demonstrated poor governance effectiveness, one was very poor and only one was effective. Three unexpected themes emerged from the data, showing how boards can move towards governance by delegating operational management of the school to the principal. These involve boards understanding, first, the nature of governance and developing the intention to govern effectively, second, when and how to make the difficult transition from operational management to governance, and third, how to adapt their approach to governance as they gain experience with it. A model of this transition process and a framework to guide managers and researchers through key decisions were developed. These fill a critical gap in the literature on board management in independent school governance.
39
Migdadi, Mahmoud Mohammad. "An integrative view and empirical examination of the relationships among knowledge management enablers, processes, and organizational performance in Australian enterprises." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060511.153300/index.html.
Повний текст джерела
40
Moody, Craig William. "An exploration of the role of school principals in faith formation leadership within the educational mission of two Australian Anglican schools." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/2568a52bf93b72dc8f2e7f3ac75df4a840e1285d11263a13600e47975c2a25e2/1752427/65005_downloaded_stream_230.pdf.
Повний текст джерелаАнотація:
This study offers a response to the question facing the Australian Anglican Church about how the mission of Anglican schools is aligned with the mission of the whole Church. The study explores two Anglican school principals' faith formation leadership, as they engage in this mission. Fundamental to understanding the context of this study is awareness of Anglicanism's broad variety of expression balanced with unity through Scripture, Reason and Tradition. In spite of differences, the Anglican Church seeks the 'Via Media', the middle way, held together in a dynamic tension of debate. Anglican school principals lead faith formation in this context of diversity, which leads to the purpose of this study: to explore two Australian Anglican school principals' perceptions of their role and capability as school leaders of faith formation within the Anglican Church's mission. The three questions guiding this study relate to the ways in which the principals understand their role, their capability for the role, and the ways in which the Anglican Church has equipped them to be faith formation leaders in their schools. Various Anglican sources note that these questions have been on the Anglican Church's agenda for several decades. A recent report on the governance relationship between an Australian Anglican Diocese and its schools noted lack of Anglican identity and role definition of schools' mission in the Church as significant issues (Nicholson, 2007), and this appears to be the case in faith formation leadership also. Underpinning this study are assumptions that the nurturing of the Christian faith in the Anglican tradition is a core task of Anglican schools as agents of Anglican mission, and that the principal of an Anglican school plays a key role in leading faith formation by authentic personal Christian witness. In this study, Anglican school faith formation leadership has been explored in cultural and symbolic dimensions of leadership.;Catholic and Lutheran schools' faith formation leadership practices are reviewed to inform the study. This exploratory, qualitative study has an orientation of social constructionism, seeking two purposively sampled Australian Anglican school principals? perceptions from an open research stance. A theoretical framework of symbolic interactionsism has valued the participants' context. A phenomenological research methodology has used data gathering methods of interview, survey questionnaire, observation and documentary analysis. The study indicates that areas for further study include the shared faith formation leadership roles of principals and school chaplains; the fostering of a culture of research about Anglican school faith leadership; the provision of professional mentoring for principals; the relationship of principals to the Anglican Church; and provision by the Anglican Church of guiding statements and training to equip principals for their faith leadership roles.
41
Gaujers, Regina D. "The impact of the expectations of significant others in the school setting on female leadership in physical education in Western Australian government secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/944.
Повний текст джерелаАнотація:
This study investigated the impact of the expectations of significant others in the school setting on the promotional aspirations of female physical education teachers in government secondary schools in Western Australia. It explored the ways in which meanings and expectations in the school environment are constructed in relation to wider societal values and ideologies, and how they are negotiated in social settings that are characterised by both constraints and opportunities for action. Despite the equitable proportion of females and males teaching the subject, and the absence of Education Department policy constraints on female promotion since 1972, females remain significantly underrepresented at Head of Department level. In 1995, women held only two (2.7%) of the 73 substantive appointments. The critical paradigm adopted for the study and the research methodology was qualitative. The research design comprised five interrelated and sequential phases. During phase 1, preliminary data was gathered on the perceived essential skills and qualities required by Heads of Department in physical education. Phase 2 involved in-depth interviews in order to document government school female teachers' own accounts of their lives, career aspirations and the expectations of significant others in the context of the school and wider social world; and the accounts of female teachers' significant others with regard to their perceptions and expectations concerning female leadership. During Phase 3, interviews were conducted with female Heads of Department in nongovernment schools to ascertain system differences which may have led to the greater number of these women in the leadership role. Follow-up interviews with the government school female teachers were conducted during phase 4 of the study, and served to clarify and validate findings. Female physical education teachers considering applying for promotion also emerged as a sample group during the course of the study, and these women participated in a group discussion forum. The sample comprised government school female and male physical education teachers and Heads of Department of physical education and nongovernment school female Heads of Department of physical education. The study aimed to build on the findings of my previous, exploratory research regarding factors contributing to the underrepresentation of females at Head of Department level in physical education (Bloat, 1992); to sensitise the participants to the nature, construction and impact of expectations regarding female leadership; and to develop recommendations to redress the imbalance of female Heads of Department in physical education in government schools. The findings of the study confirmed that the expectations of significant others in the school setting have a powerful impact on the promotional aspirations of female physical educators. Expectations regarding the appropriateness of female leadership in physical education were constructed on the basis of individuals' interactions with the social system, characterised by a male paradigm, male dominance and male power. These expectations were communicated to female teachers by means of chauvinism; exclusion; the lower status accorded women in Physical Education Departments; the lack of both encouragement towards promotion, and female role models to demonstrate the opportunities for women; and the fact that the leadership role is more difficult for females. They impacted on the carter development of female physical educators by constraining the women's promotional aspirations. Finally, recommendations based on the findings are made primarily to the Education Department, but also to teacher education institutions and female physical educators. The suggested measures to address the problem focus on the need to move beyond mere policy change. The recognition and valuing of feminine leadership; the establishment of targets for increasing female representation; the identification and sponsorship of potential female candidates; and the introduction of a five year contract for Heads of Department are among the essential strategies needed to stimulate and nurture the promotional aspirations of female physical educators.
42
Edwards, Samantha Jade. "The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2314.
Повний текст джерелаАнотація:
Graduate teachers are expected to be ‘classroom ready’ upon graduation, yet research suggests they are not. The difficulties faced by graduate teachers in their first years of teaching often result in low self-efficacy and attrition, which in turn can affect the achievement of their students.
Since its establishment in 2010, the Australian Institute for Teaching and School Leadership (AITSL) have implemented a competency framework for both teachers and Initial Teacher Education (ITE) providers, aimed at improving not only all teacher quality in Australia, but the quality of ITE, graduating teachers and the support structures provided to them. This research project investigated how six primary graduate Department of Education of Western Australia (DoEWA) teachers perceived their ‘classroom readiness’, in light of these reforms. A qualitative methodology based in phenomenology was employed, as the study sought to describe the experiences of these graduate teachers with regard to the formal and informal support offered to them, including mechanisms such as the Graduate Teacher Modules and In-Class Coaching. Interviews were undertaken with the six teachers upon commencement of their second year of teaching.
The findings revealed that graduate teachers did not perceive themselves to be ‘classroom ready’ upon ITE completion, however they did not expect to be, nor did it make them wish to quit the profession. Further, the Graduate Teacher Modules were perceived as a ‘one-size-fits-all’ approach to graduate teacher professional learning, as opposed to targeting specific needs relating to the graduate teachers and their varied professional contexts. While the In-Class Coaching Program provided a small element of support to participants, overall it increased their workload and stress. This finding indicates the need for a review into the delivery of the In-Class Coaching Program. Ultimately, unofficial mentoring from colleagues was identified as offering the greatest form of support for the participants, suggesting the need to re-think the way schools and DoEWA offer support to graduate teachers.
43
Lalor, Jennifer Ann. "“Helping girls and young women grow into confident, self-respecting, responsible community members” : a case study of Girl Guides Australia." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2633.
Повний текст джерелаАнотація:
The public perception of Girl Guides is often one of a staid and conservative organisation of ‘good’ girls, who perform community service and tie knots, and adult members who are straight-laced and slightly boring, but willing helpers. This study examined whether these perceptions are justified or whether the programs of Girl Guides Australia follow the principles of non-formal education, as claimed by the organisation, and provide its members with opportunities that are useful in today’s world. Specifically, this research explored the perceptions of: the Australian Guide Program by youth members (N=437) and their parents (N=434); the Australian Adult Leadership Program for Leaders of those youth members (N=438); and the Australian Trainers’ Training Program for Trainers of those Leaders (N=67).Quantitative data were collected from four groups – youth members, their parents, Leaders and Trainers – through the use of questionnaires which were structured to gather similar information for each program using age-appropriate language. Three adult-member focus-group discussions were also held to provide background information regarding the motivation of participants holding a leadership position in Guides. Using the statistical package PASW Statistics (also known as SPSS), data for each group were analysed separately, and comparisons were made of the perceptions of different youth member age groups. Differences between the four participant groups were also examined where appropriate. The qualitative focusgroup data were analysed manually.Results showed that all groups identified the use of non-formal education principles, such as learning by doing, mentoring, shared decision-making, having well-trained leaders, being voluntary in nature, providing a personal challenge and practical skill based learning, being self-paced, involving age-appropriate non-competitive activities, facilitating teamwork and providing leadership skill development. The groups also recognised the educational nature of the programs and reported a wide range of practical and personal skills that had been learned. Youth members and parents reported that participation in the program had helped Guides to become more self-confident, self-respecting and responsible. All groups perceived that participation in the programs had helped with school / study, socially and in the workforce. Parents appreciated the non-competitive, safe and girl-only environment where their daughters could have fun. Data showed that Leaders delivered the youth program in a developmentally-appropriate way in which increasing autonomy was given to Guides as they got older. Trainers and Leaders agreed that participation in their respective programs had extended their skills and prepared them for their roles in Guiding. The focus groups identified the intangible ‘Guiding Spirit’ as binding everyone together and helping to reinforce the willingness to volunteer time and effort for the benefit of all Guide members.In summary, the study has shown that the programs provided by Girl Guides Australia were considered to follow the principles of non-formal education for the benefit of youth and adult members in terms of practical skill development, leadership opportunities, fun, friendship and personal development. Participation in the programs provided by Girl Guides Australia satisfies the organisation’s mission of: ... helping girls and [young] women grow into confident, self-respecting, responsible community members.
44
Elsbury, O. James, and n/a. "An examination of a military performance appraisal system and the selection of commanders; perceived validity, prototypes and sources of error." University of Canberra. Applied Science, 1996. http://erl.canberra.edu.au./public/adt-AUC20050307.155449.
Повний текст джерелаАнотація:
Performance appraisal has been well established as an important management tool for improving individual and organisational performance, and has attracted considerable research interest over the past fifty years. Many previous studies of performance appraisal have been conducted either in laboratory settings, or have tended
to focus narrowly on raters and/or the appraisal process, or of necessity have excluded from consideration the group dynamics prevalent in large organisations. Additionally, although it has long been recognised that the purpose of performance appraisal can affect ratings, little appears to have been done in situ on performance appraisal as a part of a complex personnel management system. One consequence of this approach has been a degree of uncertainty on the utility of laboratory and other findings to working appraisal systems. Moreover, previous examinations have focused on civilian
organisations even though military organisations have an equally long history of using performance appraisal for a range of purposes. Using a sample (N = 577) of senior air force officers from three adjacent rank levels, this study examined the relationships between performance appraisal rating leniency, the perceived causes of leniency, and two personnel selection processes based on appraisal data. Rating leniency was perceived to be widespread, and was found to be associated with a lack of confidence (or mistrust) in several aspects of the performance appraisal system and related officer selection processes. While officer groups did not show any practically significant
differences in perception of the prototype of the ideal commander (the leader), raters used a range of prototypes for estimating officers' promotion potential and suitability for command. Officers from one employment specialisation tended to stand apart in their view of the appraisal system and personnel selection processes, and the lower ranking officers surveyed tended to be more critical of the performance appraisal system and selection processes than were the higher ranking officers. In terms of selection process outcomes, 21.7% of officers were not satisfied with the management and leadership style of their commander, and officers at the lower organisational levels were found to be significantly (p<.005) more satisfied with their commander that those at the highest level. Satisfaction was found to be predicted by a multiple regression equation (R2=.72, p<.001), with the elements of the equation reinforcing the importance of a human-relations orientation for effective leaders. This study suggests that the behaviour of a working performance appraisal system can be predicted by established theory and that a model of system effectiveness may be possible, embracing rating errors, rating format, reliability factors (such as dyadic quality and period of observation), criterion validity of the appraisal instrument, and rater trust in the system. Additionally, this study suggests that upwards appraisal may be a useful input to the process for selecting leaders, if only to indicate which appraisal dimensions are perceived by subordinates to be important.
45
Byrne, Margaret Mary, and University of Western Sydney. "Workplace meetings and the silencing of women : an investigation of women and men's different communication styles and how these influence perceptions of leadership capability within Australian organisations." THESIS_XXX_XXX_Byrne_M.xml, 2004. http://handle.uws.edu.au:8081/1959.7/667.
Повний текст джерелаАнотація:
The aim of this thesis is to investigate how the distribution and function of talk in workplace meetings contributes to differential outcomes for women and men in Australian organisations. This study explores how patterns of male advantage and female disadvantage are reproduced in workplace meetings through the different communication styles which tend to be employed by men and women, and through the way that these different performances are judged. Workplace meetings emerge as a critical site where leadership potential is identified yet, it is argued, men and women do not meet as equals when they meet at work. The thesis includes an evaluation of the current literature on women's and men's communication styles, and the findings of the present study are discussed in terms of the extent to which they correlate with or diverge from existing views. The implications for social change are explored and recommendations provided for the consideration of organisations seeking to broaden the pool of talent from which future leaders are drawn.Doctor of Philosophy (PhD)
46
Byrne, Margaret. "Workplace meetings and the silencing of women an investigation of women and men's different communication styles and how these influence perceptions of leadership capability within Australian organisations /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050616.113420/index.html.
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47
Hutchinson, Jacquie. "The effect of equal employment opportunity policies on the promotion of women to the position of school principal in the Western Australian government school system (1985-1991)." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1136.
Повний текст джерелаАнотація:
The purpose of this study was to analyse and explain the effect of the introduction of equal employment opportunity policy on the Ministry of Education with reference to the promotion of women teachers to the position of principal during the period 1985 to 1991. This research represents a case study of the Western Australian government primary and secondary school system conducted through a review of relevant government and Ministry of Education policies, analysis of employment statistics and interviews with key policy actors. Four questions which directed the research sought a conceptual framework through which to analyse and explain events, policies and outcomes. The study claims that while there existed an expectation amongst women teachers that equal employment opportunity would increase the number of women principals by removing both the direct and indirect barriers that prevented their promotion, there is no evidence that this was ever the intention of either the Ministry of Education or the Western Australian State Labor government. The evidence from this study suggests that equal employment opportunity policies have continued the subordination of women in the State government school system by the subsuming of their interests by more powerful forces of an economic, administrative and political kind both internal and external to the State government school system. Whilst in the past the barriers to promotion for women were formal, direct and visible, the application of equal employment opportunity has created a cloak of invisibility to the forces that operate against the promotion of women within the State government school system. The implications of this study are firstly that unless there is some external intervention the numbers of women principals will continue to decline. Secondly until women teachers achieve political power, the likelihood of changing the current culture of the Western Australian government school system to ensure that women are promoted to the position of principal, is remote .
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Sampson, Susan Jane. "Influence tactics and leader effectiveness : how effective, contemporary leaders influence subordinates." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52770/1/Susan_Sampson_Thesis.pdf.
Повний текст джерелаАнотація:
Defining the difference between successful and mediocre leaders is a quest that has attracted many renowned scholars, drawing vast amounts of research effort. Yet while there are excellent theoretical explanations of what leaders should do: exhibit transformational behaviours, demonstrate authenticity, build productive relationships with followers and so on; there is still a scarcity of empirically-based research advising practicing leaders how to do these things. This study seeks to provide guidance about the fine-grained processes that effective leaders use on a daily basis to undertake the core process of all leadership activity; influencing followers. Using a grounded research approach, this study employs qualitative methods to capture the detail of effective leader behaviour and the micro-level influence processes that leaders use to create effective follower outcomes. Conducted in the health services industry with medical and allied health leaders, the study sought to answer the question: What influence methods might effective, contemporary leaders be using? The study builds on existing influence research, seeking to extend and update the typology of 11 influence tactics originally developed by Yukl and others, and which has been static since the late 1990s. Eight new influence tactics were identified, offering practicing leaders a powerful suite of potential strategies and representing a significant contribution to the field. Further research is recommended to confirm the identified influence constructs and test the generalisability of these findings to broader leader populations in health organisations and other knowledge-based organisations.
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Taylor, Christopher George. "The Good Bloke in Contemporary Australian Workplaces: Origins, Qualities and Impacts of a National Cultural Archetype in Small For-Profit Businesses." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1566171729886909.
Повний текст джерела
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Hedges, Pamela M. "Leadership and culture : international perceptions of organizational leadership." Thesis, Curtin University, 1995. http://hdl.handle.net/20.500.11937/1861.
Повний текст джерелаАнотація:
This study is a comparative investigation of organizational leadership internationally in Australia, Singapore and Malaysia. The thesis developed is largely based on the "PM" (Performance/Maintenance) model of leadership developed by Misumi over the last three or four decades in Japan.The Misumi model sets a precedent interesting for its Eastern juxtaposition with Hofstede and for the tension it recognizes between behaviours general to all situations of organizational leadership and those which are context-specific. In addition to the focus on this theory in particular, the study examines the relationship of national and personal values to perceptions and interpretation of organizational leadership behaviour. The underlying purpose is to increase understanding of cross-cultural variables in the field of organizational leadership.For its premise, the research undertaken makes the suggestion that leadership behaviours are influenced by national cultural variables and therefore national similarities or differences are, at least to some extent, culturally determined. It is the scope of this cultural imperative which becomes the focus for the thesis. Hypotheses developed, and the data gathered to test them, centre on the perceptions of consistency between organizational leadership in Australia, Singapore and Malaysia.