Suchergebnisse

PUBLISHED ; Government enquiries, universities and academic developers have all pointed to the need for systematic management development programmes for heads of academic departments. After noting that there were few examples of successful programmes in the literature and having met with limited success with one of their own, the authors conducted a needs analysis which included a survey of heads and o ther stakeholders. Analysis of the survey results indicates the existence of perceptual differences between academics from differing discipline cultures as to the importance of a range of possible heads? roles and of the need for professional development i n them. This finding suggests that management development programmes should take more account of such cultures than appears to have been the case to date. Reasons for the differences should be the subject of further research

Following Nunatsiavut land claims on the Northeast Atlantic coast in Canada, Memorial University and the Nunatsiavut Government partnered to offer a community-based, Inuit-specific Bachelor of Education (IBED). This program was developed to lay a foundation for Inuit-governed schools. In the context of a broader research project on the development and mobilization of Inuit educational leaders in northern Canada, we listened to the stories of Inuit pre-service teachers, instructors, and administrators who contributed to the first IBED program. Analysis of their narratives shows how the physical location of the program opened learning spaces for Inuit students who were unwilling or unable to study outside their home region. We also discuss how program developers and instructors interpreted "community-based" to include anchoring learning in community relationships with each other and with local knowledge holders, as well as learning in and from the natural environment. Inuit and non-Inuit instructors modelled the incorporation of Inuit language, knowledges, culture, and pedagogies across the curriculum. We suggest that these processes opened ideological spaces which enhanced student engagement and retention and prepared the pre-service teachers to be agents of change in Inuit schools. ; "We gratefully acknowledge research funding by ArcticNet Centre for Research Excellence." ; https://www.abdn.ac.uk/eitn/journal/568/