Download Free The Role Of Middle Managers In Land Based Further Education Book in PDF and EPUB Free Download. You can read online The Role Of Middle Managers In Land Based Further Education and write the review.

Focusing on a less well-known area of education, the Further Education (FE) sector, this book provides education studies students a chance to provoke reflection, analysis, and understanding, as well as personal and professional development in the area. Jim Crawley brings over 40 years’ experience working in or with the FE sector, reflected in his committed and passionate approach alongside carefully balanced academic analysis and discussion. This book covers subsectors of FE including colleges, skills for life, work-based learning, and offender learning and cross-sector themes such as working and managing, social justice, equality, diversity, and sustainability. This book also supports independent study and complements other topics and themes across an education studies degree. This book is perfect for new and existing students of education studies, joint honours courses, teacher training, and those researching for a master’s degree or doctorate. It is the definitive text in the field and ideal for anyone wanting to further their understanding of the FE sector.
A guide for middle managers in FE. It provides readers with workable strategies for dealing with the key issues associated with this role, such as managing people, liaising with other staff and being an effective leader. It is suitable for all middle managers in FE.
This is a survival guide for middle managers in FE. Ann Briggs provides readers with helpful hints and strategies for dealing with the key issues associated with this role, such as managing people, liaising with other staff, being an effective leader as well as succeeding as a player-manager. Informative and engaging, this practical guide will prove essential readers for all managers in FE.
Are you: * planning a career in higher education? * an academic whose career could and should develop? * wondering how you can realize your potential across institutions, departments and disciplines? * looking for a career strategy? Then this timely book has been written for you. Designed for those working, or hoping to work, within the higher education system, this handbook will also be of value to those in more established positions who want to develop their own careers or want to support younger colleagues. With an emphasis on supporting staff development, this timely handbook offers guidance on the craft of performing five key tasks - networking, teaching, researching, writing and managing. Additionally, issues such as getting published, networking, obtaining research funding, principles of teaching and assessment, and seeking promotion are discussed. The handbook is designed to be accessible, illuminating and entertaining, with useful advice and critical viewpoints juxtaposed. So if you want a successfully planned career instead of just 'letting it happen', then this handbook's for you.
Known as either ‘soft’ or ‘hard’ ‘managerialism’, ‘new managerialism’ or ‘new public management’, this new narrative has, irrespective of moniker, permeated the institutions of higher education almost everywhere. Taking this as its context, this volume is founded on a comprehensive international comparative analysis of the evolving role of middle-level academic managers—deans, heads of department and their equivalents. The chapters address key questions that will determine the future of academe: have the imperatives of management theory caused a realignment of the values and expectations of middle-level academic managers? In what way do the new expectations placed on this group shape the academic profession as a whole? And, whose interests do middle-level academic managers represent? Based on material presented at one of the high-level Douro Seminars on research into tertiary education, this volume systematically combines theoretical views with empirical analysis. It argues that ‘managerialist’ pressure has resulted in changes in the way academic performance is measured. There has been a shift in criteria away from research reputation, teaching and scholarship to the measurement of performance based upon management capacities. This has given middle-level academic managers a pivotal role halfway between the predilections of high-level decision makers and the maintenance of academic values and control. The enhanced expectations and more defined functions of middle-level academic managers are in clear contrast to earlier times, when the position was considered a public-spirited rite of passage for career-minded academics. Despite this, the contributors to this book believe that the middle-level managers in the ten countries examined are neither corporate lackeys nor champions of academe. It is becoming increasingly clear that the ability of organisations to achieve their aims is largely dependent on the skill and dedication of middle managers. Past studies of organisational dynamics have been preoccupied with the executive level of management. This text, which will be of great interest to researchers and policy makers alike, attempts to redress the balance.
There has been a significant increase in interest of the role of academic middle leaders within education in recent years. However, little research exists on the specific role of curriculum middle managers within colleges of Further Education. This study explores the role of curriculum middle managers within three colleges of Further Education situated in the West Midlands and Staffordshire region of England. A mixed method, questionnaires and semi-structured interviews were use to secure the perceptions of senior managers, curriculum middle managers and lecturers. The findings show that the role of the curriculum middle manager in Further Education is complex and demanding and is still being developed to take into account the changing focus of the Further Education sector. In practical terms, the study highlights the influence that senior management are having on the enactment of the role, including the prioritisation of certain tasks. This study captures insights which should inform the future research agenda in Further Education, including highlighting possible areas for further research on this topic. Recommendations are made that encompass proposed improvements to: • the current definition of the role of the curriculum middle manager; • the range and scope of tasks expected; • staff management. It is further proposed that there is proactive dissemination and communication of the responsibilities assigned to the role if more effective working relationships are to be achieved between curriculum middle managers and their role set.
This edited volume explores the crucial intersections between Indigenous Land-Based Knowledge (ILK), sustainability, settler colonialism, and the ongoing environmental crisis. Contributors from cross-cultural communities, including Indigenous, settlers, immigrants, and refugee communities, discuss why ILK and practice hold great potential for tackling our current environmental crises, particularly addressing the settler colonialism that contributes towards the environmental challenges faced in the world. The authors offer insights into sustainable practices, biodiversity conservation, climate change adaptation, and sustainable land management and centre Indigenous perspectives on ILK as a space to practise, preserve, and promote Indigenous cultures. With case studies spanning topics as diverse as land acknowledgements, land-based learning, Indigenous-led water governance, and birth evacuation, this book shows how our responsibility for ILK can benefit collectively by fostering a more inclusive, sustainable, and interconnected world. Through the promotion of Indigenous perspectives and responsibility towards land and community, this volume advocates for a shift in paradigm towards more inclusive and sustainable approaches to environmental sustainability. This volume will be of great interest to students and scholars of environmental sociology, postcolonial studies, and Indigenous studies.
What is the "American Dream"? This book's author argues that contrary to what many believe, it is not achieving the wealth necessary to enter the top one percent but rather becoming members of the great middle class by dint of hard work and self-discipline. Americans of all classes consider themselves to be "middle class." There are Americans who by any objective standard should be considered poor who would insist they are middle class, just as other Americans who should be considered wealthy also insist they are middle class. Thinking of yourself and being thought of by others as middle class is the "American Dream" for tens of millions of people. But an enduring problem of the American middle class is the worry that the "Dream" is coming apart—that forces are lurking in the shadows waiting to steal their progress and throw them back into "poverty." This thought-provoking reference explores a disparate multitude of issues associated with being middle class in America. It addresses a range of questions and subtopics, including the meaning of the term "middle class"; how middle class status is expressed by both the majority and the various minorities that make up the American mosaic; what economic pressures are bearing down on the middle class; and how economists and others attempt to make sense of the economic issues of the day. Readers will also better understand how political institutions and public policies are shaping the way the middle class views the world; how labor, housing, education, and crime-related issues have influenced the development and growth of the middle class; the norms of the middle class versus those of other classes in society; and the role of culture and media in shaping how members of the middle class view themselves—and how they are viewed by others. This two-volume set provides a comprehensive look at the American middle class that supports student research in economics, social studies, cultural studies, and political history. The content supports teachers in their development of lesson plans and assignments that directly align with the Common Core State Standards and the recommendations of the National Curriculum Standards for Social Studies (NCSS) with respect to all ten NCSS themes.