Narratives of becoming leaders in disciplinary and Institutional contexts : leadership Identity in Learning and Teaching in Higher Education

This collection provides theoretically-informed personal narratives of nine emerging and established leaders in learning and teaching in Australia, Brazil, Canada, Trinidad and Tobago, the UK and the USA. The academics’ narratives consider how individuals navigate the disciplinary and institutional context as emergent and established leaders in learning and teaching. These learning and teaching leadership narratives highlight the commonalities and differences in the struggles that academic leaders encounter within their unique national contexts, and discipline. The journeys of learning and teaching leadership are often fuzzy owing to lack of well-established structures and pathways. This book seeks to contribute to our understanding of the impact of disciplinary and institutional contexts on the practice of these learning and teaching leaders. It captures the subjective experiences of academics at various stages in their career, navigating their individual pathways of learning and teaching leadership. Cover Half Title Series Title Copyright Contents Figures Tables Contributors Foreword Acknowledgements 0Introduction: Learning and Teaching Leadership Journeys in Institutional and Disciplinary Contexts Part 1 Becoming Institutional Leaders 1 Social Capital and Social Networks as Leadership Transition from a Disciplinary to Institutional Context (Courtney DeMayo 2 A Journey from Scholarship to Leadership: (Patrick B. O’Sullivan) 3 The Changing Perspectives of an Academic Leader: (Celia Popovic) 4 Examining a Leadership Journey through a Lens of ‘Integrated Scholarship’ (Mike McLinden) Part 2 Becoming Leaders in the Discipline 5 Finding the Space for Disciplinary Leadership in Biological Sciences (Amalia Hosein) 6 Developing a Learning and Teaching Leadership Profile in a Specialist Arts Institution (Louise H. Jackson) 7 Finding a Path to Leadership in Science by Choosing to Be Different: (Susan Rowland) 8 Building a Bridge from Chemistry to Educational Leadership: (Paulo Rogério Miranda Correia) 9 Education and Leadership in Physics: (Alison Voice) Part 3 The Future of Learning and Teaching Leadership 10 Reflections on Disciplinary and Institutional Leadership: (Ian M. Kinchin) Index Narratives of Becoming Leaders in Disciplinary and Institutional Contexts provides theoretically informed personal narratives of nine emerging and established leaders in learning and teaching in Australia, Brazil, Canada, Trinidad and Tobago, the UK and the USA. The academics' narratives consider how individuals navigate the disciplinary and institutional context as emergent and established leaders in learning and teaching. These learning and teaching leadership narratives highlight the commonalities and differences in the struggles that academic leaders across the world encounter within their unique institutional and disciplinary contexts. The journeys of learning and teaching leadership are often fuzzy owing to lack of well-established structures and pathways which may be further complicated by the unique institutional and disciplinary contexts. This book contributes to our understanding of the impact of disciplinary and institutional contexts on the practice of learning and teaching leaders. It captures the subjective experiences of academics at various stages in their career, navigating their individual pathways of learning and teaching leadership within their national context. "Narratives of Becoming Leaders in Disciplinary and Institutional Contexts provides theoretically-informed personal narratives of nine emerging and established leaders in learning and teaching in Australia, Brazil, Canada, Trinidad and Tobago, the UK and the USA. The academics' narratives consider how individuals navigate the disciplinary and institutional context as emergent and established leaders in learning and teaching. These learning and teaching leadership narratives highlight the commonalities and differences in the struggles that academic leaders encounter within their unique national contexts, and discipline. The journeys of learning and teaching leadership are often fuzzy owing to lack of well-established structures and pathways. This book seeks to contribute to our understanding of the impact of disciplinary and institutional contexts on the practice of these learning and teaching leaders. It captures the subjective experiences of academics at various stages in their career, navigating their individual pathways of learning and teaching leadership."-- Provided by publisher