Investigating Chinese Educational Leaders' conceptual change: From Directive to Collaborative Leadership?

    Research output: A Conference proceeding or a Chapter in BookConference contribution

    Abstract

    This paper reports some findings from an interpretative study which investigated the impact of an Australian leadership development offshore course upon the conceptions held by a group of Chinese educational leaders. The findings revealed that most participants tended to develop more complex understandings of leadership throughout the course. The study identified a general shift from task/directive orientations to motivation/collaborative orientated leadership conceptions. Five themes emerged from the findings: a) role of leader: operational implementer vs. visionary strategic planner; b) leadership approach: directive vs. participative; c) relationship between leaders and staff: command and obey vs. collaborate and participate; d) creating goals: idiosyncratic wills vs. shared vision; e) leading process: task oriented vs. motivation oriented. Before the course, most respondents seemed to value strong individual leadership and collaboration amongst teams of leaders. After the course, their conceptions tended to move to more complex perspectives of visionary, consultative and distributed leadership. They seemed to have attached more importance to motivating and engaging staff to shared visions and organizational goals. The study suggests that humanistic and shared leadership should be further promoted in Chinese educational institutions given the changing and networked nature of the world, although this change is a long and incremental process. The author argues that an open, positive and discerning attitude will facilitate expanded leadership conceptions and strategies in an international education context.
    Original languageEnglish
    Title of host publicationAARE 2007 International Educational Research Conference - Fremantle
    EditorsPeter L Jeffery
    Place of PublicationAustralia
    PublisherAustralian Association for Research in Education
    Pages1-16
    Number of pages16
    Publication statusPublished - 2007
    EventAARE 2007 International Education Research Conference: Research Impacts: Proving or Improving? - Fremantle, Australia
    Duration: 25 Nov 200729 Nov 2007

    Publication series

    NameAARE conference proceedings
    PublisherAustralian Association for Research in Education
    ISSN (Electronic)1324-9320

    Conference

    ConferenceAARE 2007 International Education Research Conference: Research Impacts: Proving or Improving?
    CountryAustralia
    CityFremantle
    Period25/11/0729/11/07

    Fingerprint

    leadership
    leader
    staff
    organizational goal
    educational institution
    Values
    education
    Group

    Cite this

    Wang, T. (2007). Investigating Chinese Educational Leaders' conceptual change: From Directive to Collaborative Leadership? In P. L. Jeffery (Ed.), AARE 2007 International Educational Research Conference - Fremantle (pp. 1-16). (AARE conference proceedings). Australia: Australian Association for Research in Education.
    Wang, Ting. / Investigating Chinese Educational Leaders' conceptual change: From Directive to Collaborative Leadership?. AARE 2007 International Educational Research Conference - Fremantle. editor / Peter L Jeffery. Australia : Australian Association for Research in Education, 2007. pp. 1-16 (AARE conference proceedings).
    @inproceedings{725a2e8bebd4444fac15839e6ece8a47,
    title = "Investigating Chinese Educational Leaders' conceptual change: From Directive to Collaborative Leadership?",
    abstract = "This paper reports some findings from an interpretative study which investigated the impact of an Australian leadership development offshore course upon the conceptions held by a group of Chinese educational leaders. The findings revealed that most participants tended to develop more complex understandings of leadership throughout the course. The study identified a general shift from task/directive orientations to motivation/collaborative orientated leadership conceptions. Five themes emerged from the findings: a) role of leader: operational implementer vs. visionary strategic planner; b) leadership approach: directive vs. participative; c) relationship between leaders and staff: command and obey vs. collaborate and participate; d) creating goals: idiosyncratic wills vs. shared vision; e) leading process: task oriented vs. motivation oriented. Before the course, most respondents seemed to value strong individual leadership and collaboration amongst teams of leaders. After the course, their conceptions tended to move to more complex perspectives of visionary, consultative and distributed leadership. They seemed to have attached more importance to motivating and engaging staff to shared visions and organizational goals. The study suggests that humanistic and shared leadership should be further promoted in Chinese educational institutions given the changing and networked nature of the world, although this change is a long and incremental process. The author argues that an open, positive and discerning attitude will facilitate expanded leadership conceptions and strategies in an international education context.",
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    Wang, T 2007, Investigating Chinese Educational Leaders' conceptual change: From Directive to Collaborative Leadership? in PL Jeffery (ed.), AARE 2007 International Educational Research Conference - Fremantle. AARE conference proceedings, Australian Association for Research in Education, Australia, pp. 1-16, AARE 2007 International Education Research Conference: Research Impacts: Proving or Improving?, Fremantle, Australia, 25/11/07.

    Investigating Chinese Educational Leaders' conceptual change: From Directive to Collaborative Leadership? / Wang, Ting.

    AARE 2007 International Educational Research Conference - Fremantle. ed. / Peter L Jeffery. Australia : Australian Association for Research in Education, 2007. p. 1-16 (AARE conference proceedings).

    Research output: A Conference proceeding or a Chapter in BookConference contribution

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    AB - This paper reports some findings from an interpretative study which investigated the impact of an Australian leadership development offshore course upon the conceptions held by a group of Chinese educational leaders. The findings revealed that most participants tended to develop more complex understandings of leadership throughout the course. The study identified a general shift from task/directive orientations to motivation/collaborative orientated leadership conceptions. Five themes emerged from the findings: a) role of leader: operational implementer vs. visionary strategic planner; b) leadership approach: directive vs. participative; c) relationship between leaders and staff: command and obey vs. collaborate and participate; d) creating goals: idiosyncratic wills vs. shared vision; e) leading process: task oriented vs. motivation oriented. Before the course, most respondents seemed to value strong individual leadership and collaboration amongst teams of leaders. After the course, their conceptions tended to move to more complex perspectives of visionary, consultative and distributed leadership. They seemed to have attached more importance to motivating and engaging staff to shared visions and organizational goals. The study suggests that humanistic and shared leadership should be further promoted in Chinese educational institutions given the changing and networked nature of the world, although this change is a long and incremental process. The author argues that an open, positive and discerning attitude will facilitate expanded leadership conceptions and strategies in an international education context.

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    Wang T. Investigating Chinese Educational Leaders' conceptual change: From Directive to Collaborative Leadership? In Jeffery PL, editor, AARE 2007 International Educational Research Conference - Fremantle. Australia: Australian Association for Research in Education. 2007. p. 1-16. (AARE conference proceedings).