NATED track 3: Educational Leadership, School Reform and Education Governance

Track 3 include institutional, national and comparative studies on educational leadership, educational policy making and implementation.

In a century characterized by increased diversity, rapid technological innovation, mobility and globalization, school leaders and teachers are facing rising expectations and new challenges. There has been a shift away from a government approach towards forms of polycentric governance, where policy is produced through interactions between actors in different networks, through multiple agencies and multiple sites. To examine the complexity of this system we need perspectives on institutionalization, differentiation and social integration.

Track 3 offer a strong foundation for PhD projects that include institutional, national and comparative studies on educational leadership, educational policy making and implementation. The focus will be on relationships between educational policy and reform, governance, leadership, educational practice and organizational learning.

The track welcomes a variety of methodological approaches and contains in particular approaches like discourse- and narrative analyses, content analysis of curriculum and policy texts and qualitative interviews. Development and discussions on methods is approached as integrated parts of the PhD candidates’ research projects and are included in the more substantial track activities such as workshops and seminars. In addition, seminars/workshops on specific methods is offered in cooperation with the other tracks in NATED.

Research activity within track 3 is mainly situated within primary and secondary education and comprises three themes that simultaneously overlap and are closely interconnected:

  1. The theme Educational Leadership and Organizational Learning aims to explore the nature of leadership and its relationship to management, the development of leaders, leadership standards, certification and assessment, leaders’ agency and impact, leaders’ values and styles and ways in which leadership can enhance learning in the school organization and student achievement. Research questions may also relate to understanding the work, lives, and commitments of school leaders in different school contexts during the course of their careers.
  2. The theme Educational policy and curriculum studies aims to examine the dynamics of the construction and implementation of educational policy and curriculum in addition to school reforms and policy changes. Governance structures (in which transnational policy-making agencies increasingly play important roles) provide a context for policy- and curriculum changes and school reforms which significantly affect the roles and responsibilities of school leaders and teachers.
  3. The theme Education Governance aims to investigate the ways in which  educational governance (such as, for example, accountability systems) are significant for leadership and teacher practices and development. Important research questions are how schools are governed, the role of formally organized political institutions and how institutional boundaries are to be drawn and redrawn.
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Published July 21, 2011 1:53 PM - Last modified Aug. 16, 2016 2:08 PM