Pedagogy of Administrative Philosophy
Integrating the modality of leadership philosophy to balance four modes of educational leadership and management
Contemplative : Informative : Transformative : Generative
How Leadership Philosophy provides Integrative balance between
Four modes of Educational leadership theory: Transpersonal / Wicked Leadership; Transformational / Moral Leadership; Emotional / Contingent Leadership; Transactional / Managerial Leadership; Transformational / Moral Leadership
correlated with
Four modes of Educational management theory: Personal / Planetary Sustainability Management; Subjective / Ambiguity Management; Political / Formal Management; Collegial / Cultural Management
Generative Leadership Philosophy
Personal Sustainability Model
Elements of Management: Personal Sustainability (inward)
Level at which goals determined: Emerging between micro and meso levels of sustainability
Processes by which goals are determined: Framework of UNESCO ESD competencies
Relationship between goals and decisions: Decisions based on ESD oriented to personal engagement with SDGs
Nature of decision Process: Combination of Collegial, Political, Subjective modes of inwardly focused decision making
Nature of Structure: Organisational Ecology
Links with environment: Place-based rootedness, reverence, resourcefulness & resistance
Style of leadership: Facilitating personal and interpersonal resilience, wellbeing and sustainability
Related leadership model: Transpersonal
Planetary Sustainability Model
Elements of Management: Planetary Sustainability (outward)
Level at which goals determined: Emerging between meso and macro levels of sustainability
Processes by which goals are determined: Framework of UN Sustainable Development Goals (SDGs)
Relationship between goals and decisions: Decisions based on SDGs applied collectively and locally beyond the academy
Nature of decision Process: Combination of Cultural, Formal, Ambiguity modes of outwardly decision making
Nature of Structure: Inter-organisational Ecology
Links with environment: Bioregion and Biosphere
Style of leadership: Engaging locally with wicked problems focused on regional & global resilience, wellbeing and sustainability
Related leadership model: Wicked
Transformative Leadership Philosophy
Subjective Model
Elements of Management: Subjective (inward)
Level at which goals determined: Individual
Processes by which goals are determined: Problematic / May be imposed by leaders
Relationship between goals and decisions: Individual behaviour based on personal objectives
Nature of decision Process: Personal
Nature of Structure: Constructed through human interaction
Links with environment: of individual meanings
Style of leadership: Problematic / May be perceived as form of control
Related leadership model: Postmodern / Emotional
Political Model
Elements of Management: Political (outward)
Level at which goals determined: Subunit
Processes by which goals are determined: Conflict
Relationship between goals and decisions: Decisions based on goals of dominant coalitions
Nature of decision Process: Political
Nature of Structure: Setting for subunit
Links with environment: Unstable external bodies portrayed as interest groups
Style of leadership: Head is both participant and mediator
Related leadership model: Transactional
Informative Leadership Philosophy
Ambiguity Model
Elements of Management: Ambiguity (inward)
Level at which goals determined: Unclear
Processes by which goals are determined: Unpredictable
Relationship between goals and decisions: Decisions unrelated to goals
Nature of decision Process: Garbage Can
Nature of Structure: Problematic
Links with environment: Source of uncertainty
Style of leadership: May be tactical or unobtrusive
Related leadership model: Contingent
Formal Model
Elements of Management: Formal (outward)
Level at which goals determined: Institutional
Processes by which goals are determined: Set by leaders
Relationship between goals and decisions: Decisions based on goals
Nature of decision Process: Rational
Nature of Structure Objective reality/ Hierarchical
Links with environment: May be ‘closed’ or ‘open’ / Head accountable
Style of leadership: Head establishes goals and initiates policy
Related leadership model: Managerial
Contemplative Leadership Philosophy
Collegial
Elements of Management: Collegial (inward)
Level at which goals determined: Institutional
Processes by which goals are determined: Agreement
Relationship between goals and decisions: Decisions based on agreed goals
Nature of decision Process: Collegial
Nature of Structure: Objective reality. Lateral
Links with environment: Accountability blurred by shared decision making
Style of leadership: Head seeks to promote consensus
Related leadership model: Transformational / Participative / Distributed
Cultural
Elements of Management: Cultural (outward)
Level at which goals determined: Institutional or subunit
Processes by which goals are determined: Based on collective values
Relationship between goals and decisions: Decisions based on goals of the organisation or its subunits
Nature of decision Process: Rational within a framework of values
Nature of Structure: Physical manifestation of culture
Links with environment: Source of values and beliefs
Style of leadership: Symbolic
Related leadership model: Moral
Modality Toolkit
The leading theorists of this modality are Roland Barnett, Tony Bush (who’s original synthesis is integrated here) and Tony Bottery (who’s model of sustainability leadership is also integrated)
Recommended Reading
(under construction)
Questions for Synthesis
Questions for personal synthesis
How would you stack its four modes in order of relevance to your own personal philosophy of teaching?
Where would you place this modality in order of preference in the practice of Integrative Teaching (compared to meta-pedagogy, depth didactics, thinking in community and curriculum synergy.
Where would you place this modality in overall order of preference out of all sixteen modalities?
Questions for technical eclecticism
Which of the four component modes could enhance learning in your core Integrative practice?
How might this modality as a whole enhance any other modalities you are using?
Which techniques would you want to experiment with to improve your practice?
Questions for theoretical integration
What is the sixfold interplay between these four modes of practice?
What are the contrasts between the modes which make it difficult but still important to practice together?
Why is this modality essential to enhancing the other modalities of integrative teaching?
Questions for assimilative integration
How could the construction of this modality be improved?
How well does it correlate with other fields of practice not included in the EduSynthesis map?
Which missing aspects of theory might provide a better alternative in a map of your own practice?
What are your personal preferences for imaginative teaching as an adult learner?
How you can appreciate different uses of language for educational purposes: oral language, writing, theoretic writing, reflexive writing?
How can you enhance your own academic writing in higher education?
How can you utilise imaginative teaching resources in your practice to engage learners?
How could you include all four kinds of understanding in one framework?
Teaching Exercises
How would you stack its four modes in order of relevance to your own personal philosophy of teaching?
Mentoring Exercises
Which of the four component modes could enhance learning in your core Integrative practice?
Leadership Exercises
What is the sixfold interplay between these four modes of practice?
Sustainability Exercises
How could the construction of this modality be improved?
(under construction)